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PROPOSED CHANGES IN NATURALIZATION LAWS 


HEARINGS 

[{BEFORE 

THE COMMITTEE ONI 
IMMIGRATION AND NATURALIZATION! 

HOUSE OF REPRESENTATIVES >' 
SIXTY-SIXTH CONGRESS 

FIRST SESSION 


PARTS 1-6 





WASHINGTON 

GOVERNMENT PRINTING OFFICE 

1919 













A 

PROPOSED CHANGES IN NATURALIZATION LAWS 


HEARINGS 


BEFORE 

THE COMMITTEE ON 
IMMIGRATION AND NATURALIZATION 


HOUSE OF REPRESENTATIVES 
SIXTY-SIXTH CONGRESS 

FIRST SESSION 






PARTS 1-6 


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WASHINGTON 

GOVERNMENT PRINTING OFFICE 
1919 


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COMMITTEE ON IMMIGRATION AND NATURALIZATION. 

House of Representatives. 


SIXTY-SIXTH CONGRESS. 


ALBERT JOHNSON, 
ISAAC SIEGEL, New York. 

HAROLD KNUTSON, Minnesota. ' 
ROSCOE C. McCULLOCH, Ohio. 

J. WILL TAYLOR, Tennessee. 

JOHN C. KLECZKA, Wisconsin. 

WILLIAM N. VAILE, Colorado. 

HAYES B. WHITE, Kansas. 

KING SWOPE, Kentucky. 


Washington, Chairman. 

ADOLPH J. SABATH, Illinois. 
JOHN E. RAKER, California. 
RILEY J. WILSON, Louisiana. 
BENJAMIN F. WELTY, Ohio. 
JOHN C. BOX, Texas. 


P. F. Snyder, Clerk. 


II 


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PROPOSED CHANGES IN NATURALIZATION LAWS 

PART 1 

NATURALIZATION OF SOLDIERS OF 

ALLIED ARMIES 

H. R. 5212 

Statement of HON. FREDERICK W. DALLINGER 

OCTOBER 9, 1919 


N 


1 









PROPOSED CHANGES IN NATURALIZATION LAWS. 


Committee on Immigration, 

House of Representatives, 

Thursday , October 9 , 1919. 

The committee met at 11.15 o’clock a. m., Hon. Albert Johnson 
(chairman) presiding. 

The Chairman. The committee will be in order. We will pro¬ 
ceed to the consideration of H. R. 5212, introduced by Representa¬ 
tive Dallinger on June 7, 1919. Our colleague is here and we would 
be pleased to have a statement from him. 

STATEMENT OF HON. FREDERICK W. DALLINGER, A REPRESENTA¬ 
TIVE IN CONGRESS FROM THE STATE OF MASSACHUSETTS. 

Mr. Dallinger. Mr. Chairman, I understood that your committee 
was framing a bill that would meet a great many of the cases aris¬ 
ing out of the war; that you probably would not report many of 
these bills separately, but that you very likely would incorporate a 
number of them in a sort of an omnibus bill. 

The Chairman. I believe that is the intention of the committee, 
after we have secured the desired information. 

Mr. Dallinger. The bill introduced by me is H. R. 5212, and with 
the permission of the committee I will read it: 

[H. R. 5212, Sixty-sixth Congress, first session.] 

A BILL To amend section 4 of the act of June 29, 1906, as amended by the act of May 9, 

1918, relative to the naturalization of aliens serving in the forces of the Allies during 

the present war. 

Be it enacted by the Senate and House of Representatives of the United 
States of America in Congress assembled, That paragraph 12 of section 4 of 
the act of June 29, 1906, as amended by the act of May 9, 1918, is hereby 
further amended by adding at the end thereof the following: 

“Any person who, having filed his declaration of intention to become a 
citizen of the United States, shall have entered the military or naval service 
of any country at war with a country with which the United States is now at 
war, during said war, and shall have terminated his service creditably and 
returned to the United States Avithin six months thereafter, may file his 
petition for naturalization within two years after the termination of said war, 
and his service of any oath or obligation taken by him for the purpose of 
entering said service shall not be construed as interrupting the continuity of 
his residence in the United States, or the particular State, Territory, or Dis¬ 
trict of Columbia, or otherwise invalidating his said declaration of intention, 
except that the time limitations provided in the second paragraph of this sec¬ 
tion shall apply to said petition. 

“And it is further provided that any alien resident in the United States who 
entered the military or naval service of any such country during the said war 
and ended his service creditably and returned to the United States within six 
months after the termination of said war shall not, by reason of said service 
or any oath or obligation taken for the purpose of entering said service, lose 

3 



4 


PROPOSED CHANGES IN NATURALIZATION LAWS. 


his continuity of residence acquired in the United States prior to and including 
such term of. service if he shall take steps toward naturalization within two 
years after the termination of said war. 

“And it is further provided that in all cases where a person who has filed 
his declaration of intention to become a citizen of the United States, or who 
has filed his petition for naturalization two years thereafter as provided by 
law, shall have entered the military or naval service of any country at war 
with a country with which the United States is now at war, during said war, 
and shall have terminated his service creditably and returned to the United 
States within six months thereafter, his service and any oath or obligation 
taken by him for the purpose of entering said service shall not be construed 
as interrupting the continuity of his residence in the United States, or the 
particular State, Territory, or District of Columbia, or otherwise invalidating 
his said declaration of intention or his said petition for naturalization.” 

The object of this amendment to the existing law is simply this: 
It simply provides that a man who was an alien, who had filed his 
declaration of intention to become an American citizen before the 
war, who entered the service of any of our Allies—because this was 
done in most cases; in practically all cases before we came into the 
war—who went into the English Army or the French Army, and 
who has returned to the United States, shall have the same status 
that he had before. 

Mr. Knutson. Now, you would have a man who left the United 
States with his first papers come into some certain privileges on his 
return, provided he left on or before such a date, would you not? 
You would have to fix the date, certainly ? 

The Chairman. For instance, a man might have left one day be¬ 
fore the United States entered the war with first papers that he held 
six weeks. 

Mr. Dallinger. Well, the object that I had in mind was that men 
who had declared their intention of becoming American citizens, 
who fought in the war on our side, with any of the allied countries, 
should not lose anything by it; that is to say, that continuity of 
residence should be just the same as if they had stayed in the 
United States. 

Mr. Knutson. The same as we apply our homestead law ? 

Mr. Dallinger. What I had in mind was that there are a great 
many cases of this kind all over the country. We know men who 
went to the English Army, who went to the Frencli Army, who went 
to the Polish Army that was organized to go over there, and men who 
went into the Italian Army. The idea is that those men should not 
lose any of their rights. They had declared their intention of be¬ 
coming American citizens and they fought on our side in the war 
and it seems to me that those men will make desirable citizens and 
that they should not be obliged to begin all over again. Of course, 
without such a provision as this, those men who had declared their 
intention would be obliged to declare their intention again in order 
to become American citizens. 

Mr. Knutson. You want to provide continuity? 

Mr. Dallinger. I want to provide that they shall not lose any¬ 
thing by the fact that they went into the Army of one of the allied 
countries. 

The Chairman. Let us presume that a man has been here with his 
first papers for 10 years and never exercised his right to complete his 
citizenship; he had lived here a sufficient length of time before he 
left the country, and your idea is that he having returned to the 


PROPOSED CHANGES IN NATURALIZATION LAWS. 5 

United States should have the privilege of stepping up to the counter 
and receiving full citizenship ? 

Mr. D allinger. I think so. 

Mr. Welty. Do I understand that, supposing the Italian went 
back and fought under the Italian flag rather under the Stars and 
Stripes, that he should receive citizenship when he returns to this 
country ? 

Mr. Dallinger. No; but it does not say that. It simply says that 
he shall not lose anything by his service; he will have to go and com¬ 
plete the proceedings by filing his petition. He doesn't become a 
citizen ipso facto. 

The Chairman. He would if he has resided here a sufficient length 
of time. 

Mr. Dallinger. He would have to file his petition and that takes 
about six months. 

The Chairman. About 90 days. 

Mr. Dallinger. It frequently takes a year with us in Boston before 
the case is finally reached and tried. 

Mr. Box. Isn’t the fact that he returned to the service of the 
mother country an evidence of the fact that he had not renounced his 
allegiance to that country? I am just asking for information. 

Mr. Dallinger. Yes; but he had declared his intention to become 
a citizen of this country. 

The Chairman. He makes his declaration and then he returns to 
the service of his mother country. 

Mr. Dallinger. Of course, the men to whom this first paragraph 
applies are men still subjects of a foreign country; they have simply 
declared their intention of becoming American citizens; then the 
war broke out against the German military autocracy that was 
seeking to conquer the world by force, and they enlisted under the 
flag of their mother country and fought for our cause. 

The Chairman. And they were regarded all the time as nationals 
of their mother countries? 

Mr. Dallinger. That is right. 

The Chairman. And they were called to the colors. 

Mr. Dallinger. Now they come back here, instead of staying in 
their mother country, saying: “We always intended to become citi¬ 
zens of America, but we thought it our duty, the United States not 
having gone into the war, to go and fight with our own country— 
the only way that we could fight until this country went into the 
war.” We simply say that those men ought not to lose any of their 
rights; that they ought to be in just the same position as if they had 
stayed, seeing that they were fighting in the same cause that we 
were fighting. 

The Chairman. Let us see just what you propose. This bill pro¬ 
vides : 

Any person who, having filed his declaration of intention to become a citizen 
of the United States, shall have entered the military or naval service of any 
country at war with a country with which the United States is now at war, 
during said war, and shall have terminated his service creditably and returned 
to the United States within six months thereafter. 

Within six months after the conclusion of his period of service. 
That time has elapsed, has it not? I understand that there are 


6 


PROPOSED CHANGES IN NATURALIZATION LAWS. 


hundreds and hundreds of Italian nationals who were in the United 
States either with first papers or not now clamoring at our passport 
agencies in Naples or elsewhere for vise of passports to let them 
return to the United States. 

Mr. Dallinger. This only applies to those who have actually re¬ 
turned. 

The Chairman. But won’t the six months have elapsed before they 
return ? 

Mr. Welty. They could not come back, because there were no ships 
to bring them back. 

Mr. Knutson. Hostilities actually came to a close on November 11. 

Mr. Box. But his service did not terminate then. 

Mr. Knutson. It may have terminated on November 11 and it 
may not. 

Mr. Dallinger. But this bill, gentlemen, will not apply to the case 
you speak of. They must have returned to this country. I am only 
saying that, where they have actually come back, they should be 
placed in the same position that they were when they went away. 

The Chairman. But the point I am trying to make here is, if we 
pass a law of this kind it will need to be amended to take care of 
others. 

Mr. Dallinger. Of course, that is within the power of the com¬ 
mittee to do that if it so desires. 

The Chairman. If we adopt the principle. 

Mr. Dallinger. Personally, I don’t see why, if these men want to 
come back and carry out their intention of becoming American citi¬ 
zens, they should not be allowed to do it. It seems to me that those 
men would make desirable American citizens. They fought for us 
and with us. 

The Chairman. The point I make is this: A man may not have 
been released from military service with Italy, for example, within 
six months. Technically such men are in their former status as 
aliens after they are over there and have fought with their Govern¬ 
ments. Now, this further provides that he may take steps toward 
naturalization within two years after the termination of the war. 
Do you mean after the signing of the peace treaty? 

Mr. Dallinger. I suppose that would be the construction. 

Mr. Knutson. You would not leave anything under this bill to 
the discretion of the immigration officials? 

Mr. Dallinger. No; I have not provided for that. I did not 
want to encroach upon the prerogatives of this committee in re¬ 
gard to immigration. I only had in mind, Mr. Chairman, num¬ 
bers of these men who actually have returned. There were a great 
many men who went into the Canadian Army and who have now 
returned to this country. 

Mr. Box. May I ask a question, Mr. Dallinger? Did you mean 
to do more than to remove the effect of their absence? ' Did you 
mean to relieve them of the burden of proving their desirability 
as citizens and all those other things now required ? 

Mr. Dallinger. No, sir; not at all; simply that the time that 
they were away shall not be counted against them and they won’t 
have to begin all over again. You see without such a provision as 
this they would have to begin and file their declaration of intention. 


PROPOSED CHANGES IN NATURALIZATION LAWS. 7 

Whatever they have done in the past is wiped out now by the fact 
that they left this country. 

The Chairman. If a man was in this country with first papers 
and returned, we will say, to Italy, and fought as a national of 
Italy and had both legs shot off and both arms and lost the sight of 
both eyes, making him a dependent on either the Italian Govern¬ 
ment or upon charity, under this provision, would he be entitled 
to return to the United States and receive citizenship ? 

Mr. Dallinger. Not unless your immigration laws allow him to 
come back. 

The Chairman. Wouldn’t this supersede these laws? 

Mr. Dallinger. I don’t understand it so. It doesn’t give him 
any right to come back; it says if he has come back. It says: “ and 
returned to the United States within six months thereafter.” In 
other words, unless the immigration laws now on the statute books 
allow that man to return within six months after the signing of 
peace, this act does not apply to him. 

Mr. Knutson. Suppose, Mr. Dallinger, that he had returned 
to this country and he developed as a result of the war, as a re¬ 
sult of shell shock, we will say, complete nervous prostration. 

Mr. Dallinger. If he didn’t fight in the American Army, he 
would not be entitled to any pension. 

Mr. Knutson. But he would be entitled to citizenship and would 
become a public charge. That is what Mr. Johnson is driving at. 
He could go into court and get his second papers in spite of any¬ 
thing that we could do. 

Mr. Box. He could if he filled the other requisites of citizenship. 
As I understand it, this bill does not relieve him of the burden 
of proving the facts that would have entitled him to citizenship 
had he remained in the United States all the time. If he is 
vicious or un-American or has any of those things that would dis¬ 
qualify him, these qualifications would still apply, as I understand 
it. 

Mr. Knutson. Suppose a man came in here and he had, we will 
say, 18 months left in which to complete—before he could complete 
all the formalities of becoming a citizen, the same man I was re¬ 
ferring to—he had served 18 months abroad; under this bill he 
would be credited with such service and he could immediately, 
by the passage of this act, go to the court and demand his second 
papers, and there isn’t anvtning in here that could stop him. Isn’t 
that right, Mr. Dallinger ? 

Mr. Box. I understand that this only relieves him of the effect 
of his absence and not of anything else. 

Mr. Dallinger. A provision could be added. All the provisions 
of the naturalization law apply to him, and if he was physically 
unfit, how could he return to the United States under our immi¬ 
gration laws ? 

Mr. Knutson. Well, there are boys now that are developing, 
as a result of the war—that are breaking down. The excitement 
held them up, and now they are breaking down. The reaction has 
taken place now, so far as their nerves are concerned. 

Mr. Dallinger. But so far as the public charge is concerned, the 
passage of this would not make any difference. If one of these na- 



8 


PROPOSED CHANGES IN NATURALIZATION LAWS. 


tionals comes back and your immigration laws allow him to come 
back, and lie develops some disease which may have been caused by 
his service in one of the allied armies, regardless of this provision, 
whether you pass this bill or not, he becomes a public charge. 

Mr. Knutson. Suppose he has imbibed while abroad anarchistic 
doctrines ? 

Mr. Dallinger. Well, but vour naturalization law takes care of 
that. 

Mr. Knutson. He has got to pass all that just the same? 

Mr. Dallinger. Yes; he is not entitled to anything that he was 
not entitled to before. 

Mr. Box. It doesn’t change that at all. 

Mr. Dallinger. Absolutely not. 

Mr. Welty. Now section 3 of the act of 1917 provides this—and 
I don’t think Mr. Dallinger intended to supersede this section— 

The following classes of aliens shall be excluded from admission into the 
United States: All idiots, imbeciles, feeble-minded persons, epileptics, insane 
persons, persons who have had one or more attacks of insanity at any time 
previously, persons of constitutional and psychopathic inferiority, persons ad¬ 
dicted to chronic alcoholism, paupers, professional beggars, vagrants, persons 
infected with tuberculosis in any form, persons having a loathsome or danger¬ 
ous disease- 

Mr. Dallinger. Now if I make myself plain, Mr. Chairman, this 
first paragraph simply provides that where an alien had declared his 
intention before he left this country, he shall not lose anything in 
the way of continuity and can go ahead and complete his naturaliza¬ 
tion, provided he complies with the laws; and under that he has got 
to pass the immigration regulations and get back into this country. 

Now the second paragraph is a little different provision. This 
provides that an alien who never filed a declaration of intention may 
file his declaration, provided he has gone into the service of the 
allies and has returned to this country. It provides that he may 
file a declaration within two years after the termination of the war, 
and he shall not lose any of his continuity of residence; whatever 
time he spent in this country shall be counted in his favor. Of 
course, there must be two years between his declaration of intention 
and the time he can petition for his final papers. In other words, 
here is a man who is an alien. He never had declared his intention 
of becoming an American citizen; the war breaks out and he goes 
back and fights, we will say, in the Italian Army, in the English 
Army, or in the French Army, and he then comes back to this coun¬ 
try. He is allowed to come back by the immigration officials, and 
he then shall have a right to file his declaration of intention to be¬ 
come an American citizen and complete his naturalization after the 
two-year period; and that his residence in the United States shall be 
counted in his favor. 

In other words, if he had been here three years previous to the 
time he left, and he comes back and files his declaration of intention, 
and the two years provided by the statute between the first and 
second papers elapses, and he files his papers and after 90 days’ 
investigation he is shown to be a proper citizen and he is given his 
final papers. As you know, we have a bureau of investigation to 
investigate all these cases and find out whether a man has got an¬ 
archistic tendencies. 



PROPOSED CHANGES IN NATURALIZATION LAWS. 


9 


The Chairman. Now look at this provision: 

And it is further provided that any alien resident in the United States who 
-entered the military or naval service of any such country— 

That means our allies. 

Mr. Dallinger. Yes, sir. 

The Chairman (reading) : 

during the said war. 

That means the entire period of the war from 1914 until the 
armistice, so we would include therein Russia. That would provide 
for a large number of men who went from the United States to 
fight in some Russian Army. Where would we be able to differ¬ 
entiate as to what was the Russian Army with the Allies? Would 
it end with the Czar’s Army, Kerensky’s Army, or would it come on 
down to the present army? 

Mr. Box. That is a serious question. 

Mr. Dallinger. Well, I don’t suppose- 

Mr. Knutson (interposing). Then you would have to differentiate 
between Russian Poles and Finns as against the Russians proper in 
the period subsequent to the fall of Kerensky’s government, because 
with the fall of Kerensky all military operations ceased on the 
eastern front. 

The Chairman. Of course your bill provides that the man is 
back in the country. We don’t want to lose sight of that. 

Mr. Dallinger. As I have said before in reference to the first 
paragraph of the bill, he must have returned to this country. If 
he is not a desirable man he won’t pass the immigration inspection 
in the first place, and he won’t pass the court in the second place. 
These men that this bill covers have got to run the whole gauntlet; 
they have got to get back into the country; they have got to pass 
our strict immigration laws, whatever the immigration laws are, 
and then they have got to file their petition, which is referred to 
the Bureau of Investigation and there investigated, and their wit¬ 
nesses are investigated to find out what kind of men they are, and 
so forth; and then they have got to pass the judge in the naturaliza¬ 
tion court. In other words, they have got to run this whole gauntlet, 
and if they are not desirable citizens there is nothing in this bill that 
makes them citizens. All this bill provides is that their residence 
in the United States shall be counted just as if they had not left 
the United States. That is all. This says that they can file a 
declaration of intention after they come hack, if they are allowed 
to come back, and if they come back within six months after the 
war, and then at the end of two years they can file their petition for 
naturalization, and if they have been here the whole five years re¬ 
quired by the statute, that counts for them. 

The Chairman. Have you any estimate of the number of persons 
that will likely be affected? 

Mr. Dallinger. Of course, I am only familiar with the situation 
in New England. There are, I should say, a very large number of 
people in New England who would be affected by it. 

Mr. Knutson. Do they run into the tens of thousands? 

Air. Dallinger. No; I should not say so. I should say thousands. 
Most of them went to Canada and enlisted in the Canadian Army. 



10 


PROPOSED CHANGES IN NATURALIZATION LAWS. 


The Chairman. That is, the people from your part of the country ? 

Mr. Dallinger. Yes. The case of native American boys has al¬ 
ready been covered by Congressman Rogers’s bill. Mr. Rogers in¬ 
troduced a bill, and 1 think your committee reported it, providing 
for a great many American boys before we went into the war who 
went up and enlisted in the Canadian Army, and, of course, they 
had to take allegiance to the King and they lost their citizenship, 
and we passed the bill to save them. 

The Chairman. There were thousands of them along the entire 
border. There were probably 3,000 from my State alone. 

Mr. Dallinger. Now, Mr. Chairman, a great many of these men 
that this bill affects were men living right alongside of those boys, 
but you know there was always a hesitation and a reluctance on 
the part of many of our people who came from Canada and from 
England and Scotland to give up their allegiance to the mother 
country. 

The Chairman. Let us just make that clear. They wanted to 
maintain allegiance to their King, but they wanted to remain in the 
United States for the privileges and benefits accruing therefrom ? 

Mr. Dallinger. No ; I think it was more of a sentiment. As long 
as Queen Victoria lived, the sentiment was very much stronger than 
it was after she died. After she died a great many more became citi¬ 
zens. They were here and they were public-spirited men. I know a 
great many of them. They contributed to everything that made the 
community better, but they were slow to take out their papers. The 
children of these men became American citizens by birth, and they 
were good Americans, but the old folks put it off. Many of them 
would start to get their papers and then they would not complete 
their naturalization. 

The Chairman. And as a result of that viewpoint on the part of 
foreigners, generally, Germans, Canadians, British, and all others, we 
have the situation in the United States that one person in ten living 
here is not a citizen. 

Mr. Dallinger. Now, since this war, Mr. Chairman, has taken 
place and these men have fought, they feel that they ought to become 
citizens of the country in which they live. Their patriotism has been 
stimulated. They went into the English army and the French army 
because we had not gone into the war. They fought on our side; 
they did their part to win the victory, and now they say: “We want 
to become American citizens. We want to complete our citizenship 
under the first paragraph,” or, “We want to start in and become 
American citizens under the second paragraph.” And all I am ask¬ 
ing for is that their absence shall not be counted against them; that 
they shall be in the same position as they would be in if they had not 
gone. 

The Chairman. Do you think they will be inclined, those who have 
returned, to await the hope of legislation such as this and therefore 
not start again with their first papers ? 

Mr. Dallinger. I am sure they will go through with it. I think 
they mean business. 

Mr. Knutson. The Chairman means to initiate. Do you think 
they will initiate proceedings anew to become citizens without wait¬ 
ing for the enactment of this legislation? 


PROPOSED CHANGES IN NATURALIZATION LAWS. 


11 


Mr. Dallinger. Yes; I do. 

The Chairman. Are they applying for first papers now? 

Mr. Dallinger. Yes; they are; and they find that they run up 
against the law; that they have got to start all over again. 

The Chairman. But they do make the start, do they? 

Mr. Dallinger. Oh, certainly; in other words, the point is here: 
Supposing—I will put it this way—supposing these men had not 
gone into an}^ army; supposing they had stayed here; then they would 
not have lost any rights; their residence would still have counted. 
Now why should they be penalized by the fact that they actually 
fought in an army fighting for the same cause that our Army was 
fighting for? 

Mr. Welty. Especially since this country encourage the return of 
these boys to their own country. We had treaties between all these 
countries permitting them to take their own citizens back for army 
service. 

The Chairman. Mr. Dallinger, will you undertake to secure from 
the Commissioner of Immigration such statistics as are available as 
to those who left this country to fight for other countries, and hand 
it in to the committee and let it be placed in the record ? 

Mr. Dallinger. Yes; I will be glad to. 

Now the third paragraph simply provides that aliens who have 
filed a declaration of intention, or who have petitioned for naturali¬ 
zation, shall not lose coiltinuity of service. It might perhaps not be 
necessary, but it seemed to me it would be better to add that, so there 
would not be any question about it; that neither one of these classes 
should lose their rights. I think probably it may be covered in the 
first two paragraphs. 

Mr. Box. This last is intended to make sure that you include those 
who filed application for naturalization? 

Mr. Dallinger. Where a person has filed declaration of intention, 
or has filed petition for naturalization two years after. You see, the 
first one applies only to those who declared their intention, and it 
says that they shall be in the same position they were before, and go 
ahead and complete it. The second paragraph provides that they 
may file their declaration after they get back, within two years after 
they get back, if they return within six months, and go ahead and 
complete it. 

The third paragraph provides that where they have filed their 
declaration of intention or their petition, or both, that their con¬ 
tinuity of service shall not be affected. That is sort of a blanket para¬ 
graph that makes everything absolutely sure that they shall not lose 
any rights. 

The Chairman. The committee is glad to have had your state¬ 
ment, and if your bill is brought into and made a part of an omnibus 
bill, we will very likely call you again. 

(Whereupon, at 11.50 o’clock a. m., the committee adjourned.) 


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PROPOSED CHANGES IN NATURALIZATION LAWS 

PART 2 

REGISTRATION AND AMERICANIZA¬ 
TION OF ALIENS 

H. R. 3911 

Statement of HON. BENJAMIN F. WELTY 

OCTOBER 14 AND 15, 1919 


> 








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I 


PROPOSED CHARGES IN NATURALIZATION LAWS. 


Committee on Immigration and Naturalization, 

House of Representatives, 

Washington , D. C., Tuesday , October 11+, 1919. 

The committee this day met, Hon. Albert Johnson (chairman) pre¬ 
siding. 

The Chairman. The committee will come to order. We have met 
this morning to hear Mr. Welty, our colleague on the committee, con¬ 
cerning his bill, H. R. 3911, a bill to provide for the registration and 
Americanization of aliens. The bill reads as follows: 

A BILL To provide for the registration and Americanization of aliens. 

Be it enacted by the Senate and House of Representatives of the United States 
of America in Congress assembled, That for the purpose of assisting in the nat¬ 
uralization of aliens and teaching the basic principles of the Government of the 
United States, each and every alien over twenty-one years of age shall annually, 
on or before January 1, 1920, pay to the Commissioner of Naturalization, or his 
officially designated representative, the sum of $1, the proceeds of which shall be 
used to defray in part or in full all of the expenses in conducting public-school 
classes: Provided, That each alien shall be relieved from they payments herein 
mentioned after five annual payments and the filing of a certificate with the 
Commissioner of Naturalization, issued by the school authorities where he re¬ 
sides, showing that he possesses a knowledge of American history and the 
United States Government. 

Sec. 2. That every alien within the United States on the date this act takes 
effect shall, within sixty days, register in the office of the clerk of the courts of 
record in the county having jurisdiction of naturalization in which he resides. 
Thereafter, whenever said alien removes from said county he shall, within thirty 
days, procure from said clerk a certificate of removal and shall file said certifi¬ 
cate with the clerk of the courts of record having jurisdiction of naturalization 
in the County in which he removes. For each registration or issue of a certifi¬ 
cate said clerk shall be entitled to a fee of 25 cents. The Commissioner General 
of Immigration shall supply said clerks with books of entry and the appropri¬ 
ate blanks to enable them properly to perform their duties under this section: 
Provided, That this act shall not apply to those who are mentally or physically 
defective nor to Government officers and travelers for curiosity or pleasure. 

Sec. 3. That any alien who violates or fails to observe any provision of this 
act, otherwise than by reason of sickness, mental or physical disability, or 
other like unavoidable cause, shall be deemed to be unlawfully in the United 
States and shall, upon the warrant of the Secretary of Labor, be taken into 
custody and deported in the manner provided by sections 19 and 20 of the act 
of February 5, 1917, entitled “ An act to regulate the immigration of aliens to 
and the residence of aliens within the United States.” 

Sec 4. That the Secretary of Labor shall issue such regulations as may be 
deemed necessary and appropriate to place this act in full force and operation, 
including special rules for the application hereof to the cases of aliens coming 
to the United States from or through contiguous foreign territory and. aliens 
entering there or elsewhere for temporary stay or at frequent intervals, in pur¬ 
suit of their regular occupations, vocations, or avocations. 

Sec. 5. That this act shall take effect and be enforced on and after January 
19, 1920. 


150116—19-2 


3 




4 PROPOSED CHANGES IN NATURALIZATION LAWS. 

Mr. Welty. That ought to be January 1. That is a misprint. 

The Chairman. 1920? 

Mr. Welty. Yes. 

The Chairman. Now, Mr. Welty, you may proceed. 

STATEMENT OF HON. BENJAMIN F. WELTY, A REPRESENTATIVE 
IN CONGRESS FROM THE STATE OF OHIO. 

Mr. Welty. Mr. Chairman and gentlemen of the committee, when 
I was elected to the Sixty-fifth Congress, and was asked what com¬ 
mittees I wanted to be a member of, I requested that I be placed on 
this committee. It seems as though some matters had come under 
my observation while I was in the Department of Justice, as special 
counsel, that made me feel that this Government had not taken care 
of its aliens as they ought to be taken care of. I know that most 
of our aliens who come to this land of ours, come here with a view 
of remaining here. They want to raise their children here, and they 
want to be buried here. There is another class who come here only 
to exploit our resources. I realize that, on first blush, this is a 
drastic proposition to require these aliens to register during their 
alienage, and to require them to pay an annual fee of $1 during 
that time. However the amount is only $5, and they would receive 
the advantage of schooling that they could procure if this bill were 
enacted into law. 

My parents came to this country with their grandparents. My 
mother was 2 years of age when her grandfather brought her from 
Alsace. My father was in his teens when he was brought to this 
land. My mother received the full benefit of the American schools, 
because she was under 6 years of age when her grandfather took 
not only his children but his grandchildren as well, and all of them 
came here to stay, and helped to clear the forests of northwest Ohio; 
where he shot the wolf from the cabin door. 

Now, here is what occurred on my father’s side, and it is true in 
every instance. Father never received the benefits of the common 
schools of America, because I think he was about 14 years old 
when he came with his parents. He went to school one or two days, 
but when he had to attend classes with children 6, 7, or 8 years of 
age, and they laughed at him because he did not know his letters, 
he left school. Fie acquired an education in the English language 
through his own industry, and I remember when a youngster I was 
going to school he, himself, was studying his English letters. It 
seems to me that when we charge these aliens at the port $8 per 
head, we ought at least expend this money, or at least a portion of 
this money for their benefit. In addition to that, we charge the 
alien $1 for his application, and $4 for his certificate. 

Mr. Siegel. You realize, of course, that we have got $8,000,000 in 
the Treasury of the United States? 

Mr. Welty. Yes; the surplus these aliens paid into the Treasury. 

Mr. Siegel. Above all the expenses, up to date. In addition to 
that, we have got $400,000 for the last three years for the naturaliza¬ 
tion, above all expenses. 

Mr. Welty. Let me give you the figures from the Commissioner 
of Naturalization, since I am on that phase of it. Up to date the 
amount paid into the Treasury since the bureau was formed, from 


PROPOSED CHANGES IN NATURALIZATION LAWS. 


5 


June 30, 1907, to June 30, 1919, by these aliens for naturalization 
was $4,637,755.38. The amount expended by the Bureau of Naturali¬ 
zation and the Department of Justice for these aliens to help them 
along during that time was only $4,109,321.59, so we have in the 
Treasury a balance received from naturalization fees alone of 
$528,433.79. This is in addition to what we receive from every alien, 
$8 per head when he comes to this country. Now, what are we 
doing- 

Mr. Box. What has been the expense of supervising their admis¬ 
sion? What balance is to their credit? 

Mr. Siegel. Over $8,000,000 now in the Treasury. 

Mr. Welty. We have at least that sum in the Treasury. We have 
been collecting fees from these people, and the result of our neglect 
is probably best shown by the records made during the war. I refer 
now to Gen. Crowder’s second report, entitled, u Second report of 
the Provost Marshal General to the Secretary of War on the opera¬ 
tions of the selective-service system to December 20, 1918,” and it is 
under date of December 20, 1918. On page 89 appears the beginning 
of a number of very, very interesting tables. Let me call this matter 
to the attention of the committee, and if they feel they want to place 
all the tables in the record, they can do so. We find that there were 
23,908,576 registered, as required by our selective draft. This in¬ 
cludes those from 18 to 45. Out of this number we have 3,877,083 
aliens, and only 1,356,967 of the aliens who were naturalized. I 
want you to see the difference there. Only about a third of our 
aliens were naturalized. I am not blaming the alien, but I am blam¬ 
ing the United States Government itself. 

Air. Kleczka. What do you mean by naturalization, full naturali¬ 
zation ? 

Mr. Welty. Yes; received full naturalization, making the total 
of aliens who were not naturalized and those who were naturalized 
4,242,050. 

Mr. Siegel. Are you able to give us right there the number who 
are between the ages of 18 and 21 ? 

Mr. Welty. Yes; I will give that later on. 

Mr. Siegel. That would then give you your net number that might 
have been naturalized? 

Mr. Welty. Yes. Under the draft of June 5, 1917, we find that 
the total number that registered at that time was 9,780,535. Out of 
this number 1,616,812 were aliens, while only 259,470. were natura¬ 
lized aliens. 

Mr. Box. Out of 1,616,812? 

Mr. Welty. No; out of 1,876,292 only 239,470 were naturalized. 

Mr. Box. Something less than one-ninth ? 

Mr. Welty. Yes. 

Mr. White. About one-seventh? 

Mr. Welty. Here is another question: Under the draft of August 
24. 1918, remembering that we took in those who had then arrived 
at the age of 21, and we required everyone on June 5 to register 
who had arrived at the age of 21. In less than a year what happened 
in our country? This is probably the best index that we have, and 
it is about time our eyes were opened. Out of the number there that 
presented themselves for registration we find that of the total num- 



6 


PROPOSED CHANGES IN NATURALIZATION LAWS. 


ber registered, 899,279, 86,194 were aliens, while only 11,215 were 
naturalized. 

Mr. Siegel. Would not that be practically the proportion that you 
would expect? 

Mr. Welty. Then, going through the same proportion, we find— 

Mr. Siegel. It is very plain, Mr. Welty. The boys who had reached 
the age of 21 years, many of them, could not possibly have gotten their 
citizenship papers during that time. 

Mr. Welty. I do not know whether this includes those who were 
naturalized because of their fathers. 

Mr. Siegel. No. 

Mr. Welty. It may not include those. 

The Chairman. Why does it not? 

Mr. Welty. I think, Mr. Siegel, that you will find that it does in¬ 
clude those that are naturalized; it includes young men who had 
nothing to do in the matter of naturalization, but who became natur¬ 
alized because of the naturalization of their fathers, thus automati¬ 
cally they became citizens as soon as they became 21. 

Mr. Siegel. How many of those automatically could have become 
citizens? 

Mr. Welty. Of that number? 

Mr. Seigel. Yes. 

Mr. Welty. Of that number, now, only 11,215, I think. 

Mr. Box. That is the total number naturalized. 

Mr. Welty. That is the total number. In other words, those 
American citizens, these young men whose fathers had been natur¬ 
alized amounted only to 11,215, while those whose parents were not 
naturalized amount to 86,194. 

Mr. Siegel. Are you giving the number of the registrants, or those 
who entered the Army? 

Mr. Welty. These are the registrants. I will get to those in the 
Army later on. 

Mr. Kleczka. Is there any distinction made between native-born 
registrants and naturalized American registrants? 

Mr. Welty." Yes; he made that distinction because he gives the 
native-born Americans later on. He gives them and makes that dis¬ 
tinction. 

On September 12, 1918, we required all between the ages of 18 and 
21, and between 32 and 45 to register, and here you find the result. 
The number of registrants at that time we find to be 13,228,762, and 
out of this number 2,174,077 were aliens. Here we have a showing 
where the American melting pot had time to work when affecting 
those from 32 to 45. Out of this number 1,065,982 were naturalized. 
In other words, we only had 2,174,077 aliens, and out of that number 
1,065,982 had been naturalized. 

Mr. Siegel. Let us be accurate now with regard to one thing. How 
many of these were between the ages of 18 and 21 ? 

Mr. Welty. That is not given here. 

Mr. Siegel. That is a very important feature. 

Mr. Welty. I am giving this to show that they became naturalized 
more rapidly between the ages of 32 to 45, because they had the oppor¬ 
tunity, while these men have not got the opportunity to become 
naturalized. 

The Chairman. Whv not? 

%J I 


PROPOSED CHANGES IN NATURALIZATION LAWS. 


7 


Mr. Siegel. The machinery is not sufficient. There is no question 
about that part of it. I do not want to interrupt Mr. Welty, but it 
has been suggested frequently, and suggested by the chairman in the 
last Congress that this committee ought to proceed to the various 
big cities, and see the trouble that these men have trying to get 
naturalized. This past week the bureau in New York was unable 
to distribute naturalization certificates to the soldier boys. Thou¬ 
sands of them tried to get their certificates, and were unable to do so, 
on account of the fact that they have not a sufficient force of clerks, 
and when they go before the Appropriations Committee they do not 
get the money, and yet the Bureau of Naturalization has produced a 
profit every year. That is the cause of the whole trouble. 

Mr. Welty. I did not intend to touch upon that situation at all, 
but just to develop that matter, you will find from the record right 
now that 8,000 in the city of Cleveland alone are unable to get their 
certificates. 

The Chairman. Why? 

Mr. Welty. Because we have not the machinery, the appropriation 
was only $450,000, and they had to dismiss 167 clerks, and the bureau 
could not take care of the matter. 

Mr. Box. What is the effect on the men of their failure to procure 
naturalization? How does it affect their citizenship? 

Mr. Welty. They will be patient. We find that those coming from 
continental Europe are especially patient, they do not know why. We 
have got 15,000 in the city of New York who can not get their papers 
because of the failure to get the clerks to do the work; about 10,000 
applications are in the Washington office alone. The Government 
continues making money out of these men. What have we, in addi¬ 
tion to that, on the soldier proposition? We find that over 400,000 
of these aliens who went into the Army, are now, under an act passed 
by Congress, entitled to citizenship, and yet we have 40-some thou¬ 
sand of these soldiers who have returned who can not get their cer¬ 
tificates of citizenship, because we have not the machinery to do the 
work. 

The Chairman. How manv? 

Mr. Welty. I think about 42,000. In other words, they went out 
to fight our battles, they followed our flag, and we promised that they 
could become citizens of these United States whenever they would do 
that. The living are back here now and we can not give them that 
little paper that they are asking for. 

Mr. White. You say it is because the Bureau of Immigration has 
not the machinery? 

Mr. Welty. We have failed to appropriate a sufficient amount of 
money to carry on the naturalization work. The 65th Congress ap¬ 
propriated $675,000, if I remember correctly, and this Congress only 
appropriated $450,000 for the purpose of taking care of this matter, 
and yet they are receiving more than that from naturalization fees 
alone, and they had to dismiss, because of the failure to appropriate, 
167 clerks and examiners. Now, these foreigners are patiently wait¬ 
ing. 

Mr. Box. That is a financial loss. 

Mr. Welty. It is not only a financial loss to the Government, 
but it is false economy; that is all there is to it. Every one of these 
foreigners would give us at least $1 if they got their first papers, 


8 


PROPOSED CHANGES IN NATURALIZATION LAWS. 


and if they got their certificate they would give us an extra $4, yet 
we withdraw the necessary force to receive this mone} r from a class 
of people who desire citizenship. 

The Chairman. You say there are 40,000 returned alien sol¬ 
diers— 

Mr. Welty. More than 40,000; over 42,000. 

The Chairman. Both with and without first papers? 

Mr. Welty. Yes. 

The Chairman. And waived exemption and went into the Army ? 

Mr. Siegel. Many of them did not have first papers, because, under 
our act which we passed here, we provided that every person enter¬ 
ing the Army who was an alien should become a citizen of the 
United States by virtue of his being in the Army and being honor¬ 
ably discharged thereafter. I believe these numbered about 400,000. 
Now, there are about 44,000 who have not received their certificates. 

Mr. Welty. I have the figures here. If you will permit me, I 
will read a part of Gen. Crowder’s report here, which seems to be 
so full of meat on matters of this kind and throws so much light on 
it that I think the committee should have it. We get these reports 
and file them awa}^ in our office and never look at them. I went 
through this report last night very carefully, and I want to read for 
the enlightenment of the committee, beginning on page 86, and see 
what he has to say in the matter of the loyalty of the aliens. He 
says: 

The great and inspiring revelation here has been that men of foreign and of 
native origin alike responded to the call to arms with a patriotic devotion 
that confounded the cynical plans of our arch enemy and surpassed our own 
high expectation. No man can peruse the muster roll of one of our camps 
or the casualty list from the battle field in France without realizing that 
America has fulfilled one of its highest missions in breeding a spirit of com¬ 
mon loyalty among all those who have shared the blessings of life on its free 
soil. No need to speculate how it has come about; the great fact is demon¬ 
strated that America makes Americans. In the diary of a German officer, 
found on the battle field, the following sentence, penned by one of the enemy 
whom these men went out to fight, speaks volumes: “ Only a few of the 
troops are of pure American origin; the majority are of German, Dutch, and 
Italian parentage. But these semi-Americans—almost all of whom were born 
in America and never have been in Europe—fully feel themselves to be true- 
born sons of their country.” 

That is the impression that a German officer received of our forces 
over in France. Gen. Crowder says further: 

On the other hand, not the least valuable of the lessons of the draft is its 
disclosure that to-day there are certain portions of our population which 
either will not or can not unite in ideals with the rest. We have welcomed 
to our shores many who should be forever denied the rights of American 
citizenship. 

That is why I am classing these men in two groups. We have 
one group here who came to this country with their children and 
their grandchildren, and burned all the bridges behind them, and 
came here because of persecution in continental Europe, and want 
to live here and want to die here, no matter what this Government 
will do for them and no matter how this Government mav neglect 
them, and, on the other hand, we have a class of citizens here now 
who, if the Associated Press reports are true, in Pittsburgh they 
are now organizing the unions, and one of the cardinal principles 
of that union is that they shall not be Americans who enter the 



PROPOSED CHANGES IN NATURALIZATION LAWS. 9 

cloor there. Since I am on that proposition, what have we this 
morning in Gary? I believe it is about time that we knew where 
these aliens are, and that they should know that we know where 
they are. Here is what they have circulated in Gary, according to 
the press report: 

Gather iu great mass meetings. Bring to the attention of the unenlightened 
workers the meaning of the martial law at Gary. Show them that it is not 
enough to strike against low wages and bad working conditions, but that 
the strike must be directed against capitalism. 

The workers must capture the power of the State. They must wrest from 
tiie capitalists the means by which the capitalist rule is maintained. 

The answer to the dictatorship of capitalists is the dictatorship of the 
workers. 

That is the spirit of this other class. 

Mr. Ivleczka. Who made that statement? 

Mr. Welty. That statement came from Gary. That is an Asso¬ 
ciated Press report. 

Mr. Siegel. It was very widely distributed. 

Mr. Welty. I am reading from an Associated Press report. It is 
a copy of a circular distributed in Gary by the Communists. I 
know some will object. The first time 1 mentioned this matter I 
was informed that the aliens left continental Europe for the pur¬ 
pose of avoiding registration, but when those of us who live in 
cities go to vote, we find that we are denied the vote unless we are 
registered. Why ? In order to prevent the other fellow from voting 
who has no right to vote, and thus preserve the purity of the ballot. 
Some of us fear that this will lead to the registration of all American 
citizens. It can not be. The State takes care of these matters. 

But the alien is a national problem. The State has no control 
over immigration, but must receive just what the National Govern¬ 
ment sees fit to permit to enter our ports. It is when this alien is 
granted citizenship that he becomes part of our State governments. 
If any State sees fit to require all of its citizens to register in order 
to preserve the purity of its election, that is their concern and not 
the Federal Government. 

Mr. Siegel. Let me ask you right there. For instance, take 
the children of those who come here, or those born here, and when 
they go to a place to register their word is taken, but at the present 
time if a man walked into one of the cities he has to register. 

Mr. Welty. You mean in the cities, before they can vote? 

Mr. Siegel. Yes. Now, in the country districts that does not 
exist. 

The Chairman. Does it not? 

Mr. Siegel. Not in New York State. 

The Chairman. There is a great deal more of the country than 
New York State. 

Mr. Siegel. I mean in the country districts. 

The Chairman. Voters must register in the country districts of 
the State of Washington. * 

Mr. Siegel. I do not know about the other States, but I am cer¬ 
tain that the more I investigate election matters in other States I 
find them wmrse than ours. You take your own State, for example, 
Mr. Welty. In Adams County, Ohio, do they register ? 


10 


PKOPOSED CHANGES IN NATUKALIZATION LAWS. 


Mr. Welty. No; but Adams County is only one county out of 88 
in Ohio. 

Mr. Siegel. But I am getting to the point. Do they register 
there ? 

Mr. Welty. They register in the cities. 

Mr. Siegel. But not in the country districts? 

Mr. Welty. No. 

Mr. Kleczka. That applies to my own district. When they are 
on the rolls of the township they do not have to register. They 
give their names. I do not know what process they go through, but 
they do not register in the rural communities. 

Mr. Welty. The reason they do not register in the rural commu¬ 
nities is because they have a tab upon the farmers. Those in the 
rural communities are the ones who were raised there and have 
stayed there, and have settled there. 

Mr. Siegel. But the farm hands, I understand now, have devel¬ 
oped a very roving disposition. 

Mr. Welty. The election machinery is controlled by the State, 
but here is a machine we have been hoping would help those aliens 
who desire citizenship. Those who come to this land of ours with 
a view of staying here will welcome this registration, because every 
alien with an American soul who has read this statement appearing 
in the morning press and the statement a few days ago of those who 
want to exclude all the Americans from becoming members of cer¬ 
tain unions will welcome registration and will be willing to make 
the sacrifice, especially so if we take his money to pay for night 
school and purchase school supplies. Again, this money should be 
expended unc^r the direction of the local public schools, as required 
in this bill. I say that the Federal Government should take charge 
of registration through the local courts of record and conduct 
their education through the local public schools. It is about time 
we are making making some provision to help those aliens who want 
to become Americans. 

Mr. Siegel. Proceeding on that point, let us take a live case that 
was brought to my attention by the State Department. A man’s 
father came here 40 odd years ago from Holland, and must have been 
naturalized. The man has now been voting for 34 years. He always 
understood that his father had been naturalized. He has been an 
employee of the United States Government all these years, but when 
the question of a passport arises he has got to prove when and where 
his father was naturalized. Now, the thought has been running 
through my mind that it would be a good idea to have a provision in 
the bill that a certificate should be issued to the boys growing up, 
in order that when they reach the age of 21 they will have it to 
show. 

Mr. Welty. That matter was taken up yesterday and the committee 
agreed on that proposition. 

Gen. Crowder’s report is so full of what we ought to know that if 
you will bear with me I will read some of the paragraphs from his 
report for the purpose of showing the real conditions. He says here 
on page 86: 

While many declarant aliens completed their citizenship after they had been 
inducted into the service and fought loyally under the Stars and Stripes, yet 
many others refused to do so and were discharged under the order of April 11, 


PROPOSED CHANGES IN NATURALIZATION LAWS. 


11 


1918. Furthermore, thousands of nondeclarant aliens claimed and received 
exemption; and thousands of others who had failed to claim exemption sought 
and obtained their discharge from the service after they had been duly inducted. 
Many of these friendly and neutral aliens who refused to aid their adopted 
country in time of need had made the United States their home for many years, 
had acquired a comfortable livelihood, and had enjoyed to the fullest extent the 
benefits and protection of our country. But while millions of American boys 
gladly left their homes and all that home means to fight for high ideals and the 
preservation of all that is near and dear to a patriot these men deliberately 
refused to make the sacrifice. 

Confronted as we are with these revelations, we may join in the solemn warn¬ 
ing, on the meaning of the oath of allegiance, voiced a few months ago by 
an eminent Federal judge in a charge to the jury on the trial under the espion¬ 
age act of a citizen of German birth (United States v. Fontana, Amidon, J., 
United States District Court for North Dakota, Congressional Record, Oct. 3, 
1918) : 

“ If you were set down in Prussia to-day you would be in harmony with your 
environment. It would fit you just as a flower fits the leaf and stem of the 
plant on which it grows. You have influenced others who have been under your 
ministry to do the same thing. You said you would cease to cherish your Ger¬ 
man soul. That meant that you would begin the study of American life and 
history; that you would try to understand its ideals and purposes and love 
them ; that you would try to build up inside of yourself a whole group of feel¬ 
ings for the United States the same as you felt toward the fatherland when you 
left Germany. * * * I do not blame you and these men alone. I blame 

myself. I blame my country. We urged you to come. We welcomed you; we 
gave you opportunity; we gave you land; we conferred upon you the diadem of 
American citizenship, and then we left you. We paid no attention to what 
you have been doing. And now the World War has thrown a searchlight upon 
our national life, and what have we discovered? We find all over these United 
States, in groups, little Germanies, little Italics, little Austrias, little Norways, 
little Russias. These foreign people have thrown a circle about themselves, 
and instead of keeping the oath they took that they would try to grow American 
souls inside of them, they have studiously striven to exclude everything Ameri¬ 
can and to cherish everything foreign. A clever gentleman wrote a romance 
called ‘America, the Melting Pot.’ It appealed to our vanity, and through all 
these years we have been seeing romance instead of fact. That is the awful 
truth. The figure of my country stands beside you to-day. It says to me, ‘ Do 
not blame this man alone. I am partly to blame. Teach him, and the like of 
him, and all those who have been misled by him and his like, that a change has 
come.’ 

“ There must be an interpretation anew of the oath of alelgiance. It has 
been in the past nothing but a formula of words. From this time on it must 
be translated into living characters incarnate in the life of every foreigner 
who has his dwelling place in our midst. If they have been cherishing foreign 
history, foreign ideals, foreign loyalty, it must be stopped, and they must be¬ 
gin at once, all over again, to cherish American thought, American history, 
American ideals. That means something that is to be done in your daily life. 
It does not mean simply that you will not take up arms against the United 
States. It goes deeper far than that. It means that you will live for the 
United States, and that you will cherish and grow American souls inside 
of you.” 

Mr. Siegel. Is that a charge? 

Mr. Welty. Yes. 

Mr. Siegel. What happened to the case afterwards? 

Mr. Welty. I do not know. 

Mr. Siegel. Do you know what has happened with most of those 
cases? They have all been reversed. That is the whole trouble, 
the way they were tried. They should have tried those cases, as 
they were tried by Judge Mayer in New York, where the convic¬ 
tions were confirmed by the Supreme Court. Some of the judges 
went to work and tried them in a different manner, and the con¬ 
victions have been reversed. 


12 


PROPOSED CHANGES IN NATURALIZATION LAWS 


Mr. Welty. Mr. Chairman and gentlemen of the committee, with 
your permission, I will offer the tables Nos. 20, 21, 22, 23, 24, 25, 
26, 27, 28, and 29. These are the tables showing the number of citi¬ 
zens who registered, and also those aliens who were naturalized, 
and I think they would probably be instructnn to the members of the 
committee. 

(The tables referred to are as follows:) 

(1) The total number of aliens registered, and the relation of these totals to 
citizens registered, is shown in the following Table 20: 

Table 20. 



Aliens and citizens, registration compared. 

4b 

Number. 

Per cent of 
aliens and 
citizens. 

Per cent of 
aliens reg¬ 
istered. 

1 

Total aliens and citizens registered, June 5, 1917-Sept. 12, 1918.. 
Aliens. 

23,908,576 
3,877,083 
20,031,493 
9,780,535 
1, 616,812 
8,163, 723 
899,279 
86,194 
813,085 
13,228, 762 

100.00 


2 

16.22 

100.00 

3 

Citizfins . 

83.78 

4 

Reedstratirvn, .Turift 5 1917 . 


5 

Aliens. 


41.70 

6 

Citizens. 


7 

Registration, Jnrift 5— An?. 24 1913 . 



8 

Aliens. 


2.23 

9 

Citizens . 


10 

Registration, Sept. 12 1918.. 



11 

Aliens. 

2,174,077 
11,054,685 


56.07 

12 

Citizens. 






(2) The citizens registered were divided, as to native born and naturalized, 
in the following ratios (Table 21) : 

Table 21. 


1 

2 

3 

4 

5 

6 

7 

8 
9 

10 

11 

12 


Citizens registered. 

Number. 

Per cent of 
citizens 
registered. 

Total citizens registered. 

20,031,493 
18,694,526 
1,336,967 
8,163,723 
7,904, 253 
259,470 
813,085 
801,870 
11,215 
11,054,685 
9,988,703 
1,065,982 

100.00 
93.33 

6.67 
100.00 
96.82 
3.18 
100.00 
98.62 
1.38 
100.00 
90.35 
9.65 

Native born. 

Naturalized. 

Registration June 5, 1917 (ages 21-30). 

Native born. 

Naturalized. 

Registration June 5-Aug. 24, 1918 (age 21). 

Native born. 

Naturalized. 

Registration Sept. 12, 1918 (ages 18-20, 32-45). 

Native born. 

Naturalized. 



Per cent of 
native 
bom. 


100.00 


42.28 


4.29 


53.43 


(3) The aliens were divided, as to declarants and nondeclarants, in the 
following ratios (Table 22) : 

Table 22. 



Aliens registered. 

Number. 

Per cent of 
total alien 
registra¬ 
tion. 

Per cent of 
aliens reg¬ 
istered. 

1 

Total aliens registered. 

3,877,083 

1,270,182 
2,606,901 
1,616,812 
518,216 
1,098,596 
86,194 

100.00 

100.00 
32.76 
67.24 
100.00 
32.05 
67.95 
100.00 
23.37 
76.63 
100.00 
33.66 
66.34 

2 

Declarants!. 

3 

Nondeclarants. 


4 

Registered June 5, 1917 (ages 21-30). 

41.70 

5 

Declarants......!... 

6 

Nondeclarants. 


7 

Registered June 5-Aug. 24, 1918 (aged 21). 

2.23 

8 

Declarants.“...!.. T.. 

20,147 
66,047 
2,174,077 
731,819 
1,442,258 

9 

Nondeclarants. 


10 

Registered Sept. 12, 1918 (ages 18-20, 45). 

56.07 

11 

~ Declarants_1... T....'. 

12 

Nondeclarants. 
































































































PROPOSED CHANGES IN NATURALIZATION LAWS 


13 


(4) The war status of these aliens was as follows: 

Table 23. 



Alien registration distributed as to war status. 

Number. 

Per cent of 
aliens reg¬ 
istered. 

1 

Total aliens registered in all three registrations. 

3,877,083 

1,703,006 

2,174,077 

2 228.980 

100.00 

2 

Ages 21-31, June 5, 1917-Sept, 11, 1918.. 

3 

Ages 18-20, 32-45, Sept. 12, 1918. 


4 

Cobelligerents. 

57.49 

5 

Ages 21-31. 

1,021,063 

1,207,917 

6 

Ages 18-20, 32-45. 


7 

Neutrals. 

' 636' 601 

16.42 

8 

Ages 21-31. 

249,034 

9 

Ages 18-20, 32-45. 

387,567 

1,011,502 


10 

Enemy and allied enemy. 

26.09 

11 

Ages 21-31..'. 

' 432' 909 

12 

Ages 18-20, 32-45. 

578,593 






(5) Upon proceeding to the classification of these aliens of the first and 
second registration (the classification under the third registration was stopped 
by the armistice of November 11, 1918), the results showing the contrast be¬ 
tween aliens and citizens appear in the following Table 24; in this table class I 
is used as covering all registrants certified for service, including those prior 
to December 15, 1917. 

Table 2Jf. 



Classification of aliens and citizens compared. 

Number. 

Per cent of 
aliens. 

Per cent of 
citizens. 

1 

Total aliens registered June 5, 1917-Sept. 11, 1918. 

1,703,006 

100.00 


2 

Placed in class I...t... 

'414'389 

24.33 


3 

Placed in deferred classes. 

1,288,617 
8,976,808 
3,292,155 
5,684,653 

75.67 


4 

Total citizens registered June 5, 1917-Sept. 11, 1918. 

100.00 

5 

Placed in class I.'..\_'. 


36.67 

6 

Placed in deferred classes. 


63.33 





(6) As between declarants and nondeclarants, the ratio for the deferred 
classes is naturally higher for the latter, as shown in Table 25: 

Table 25. 


Classification of aliens in general. 

Number. 

Per cent 
of aliens 
registered. 

Per cent 
of nonde¬ 
clarants. 

Per cent 
of declar¬ 
ants. 

Total aliens registered June 5,1917-Sept. 11,1918... 
Declarants. 

1,703,006 
538,363 
1,164,643 
414,389 
160,594 
253,795 
1,288,617 
377, 769 
910,848 

100.00 
31.61 
68.39 
24.33 




100.00 

Nondeclarant.s . 

100.00 

Placed in Class T. _ ..__. 


Declarants.. . .. 


29.64 

Non declarants. . 


21.79 

Placed in deferred classes . 

75.67 


Declarants . . 


71.36 

N" nnripf*l Grants . 


78.21 





(7) Among the three groups of aliens, viz, cobelligerent, neutral, and enemy, 
the classification showed the following contrasts: 

Table 26. 


Classification of cobelligerent aliens. 

Number. 

Per cent 
of cobel¬ 
ligerents. 

Total cobelligerents registered June 5,1917-Sept. 11,1918 . 

placed in Class T .. 

1,021,063 
311,895 
117,842 
194,053 
709,168 
203,485 
505,683 

30.55 

Dpularant.q ..... 

Ttfnn rl puId ruTlt.c? 


Placed in deferred classes ... 

69.45 

DppI nrnnt.s _ ....................... 

'NTnndeelarants .. ...._................. 





















































































































14 


PROPOSED CHANGES IN NATURALIZ ATION LAWS. 


Table 27. 


Classification of neutral aliens. 

Number. 

Per cent 
of neturals. 

Total neutrals registered June 5, 1917-Sept. 11,1918. 

Placed in Class I. 

249,034 
61,942 
25,918 
36,024 
187,092 
. 51,726 
135,366 

100.00 
24.87 

Declarants. 

N ondeclarants. 


Placed in deferred classes. 

75.13 

Declarants. 

N ondeclarants. 





It thus appears that the neutrals obtained deferred classification to a slightly 
greater extent than the cobelligerents, viz, 6 per cent. One would perhaps 
have assumed that the difference of sympathies would have shown a greater 
readiness than these figures indicate, on the part of cobelligerants, to waive 
deferment and enter the combat. 

That the difference, such as it is, was mainly to be ascribed to nondeclar¬ 
ants appears from Table 28. 

Table 28. 



Nondeclarant cobelligerent and neutral deferments compared. 

Number. 

Per cent 
of cobel¬ 
ligerents. 

Per cent of 
neutrals. 

1 

Total cobelligerent nondeclarant aliens registered June 5,1917- 
Sept. 11, 1918. 

699,736 

100.00 


2 

Placed in Class I. 

194,053 
505,683 

27.73 


3 

Placed in deferred classes. 

72.27 


4 

Total neutral nondeclarant aliens registered June 5, 1917-Sept. 
11, 1918. 

171,390 
36,024 

100 00 

5 

Placed in Class I. 


21.02 

78.98 

6 

Placed in deferred classes. 

135,366 






(8) Alien enemies and alien allies of the enemy included, of course, a large 
share of anti-German aliens, belonging to other race stocks; these were usually 
enemies in a purely technical sense. How a certain number of them came to 
be placed in Class I is explained in a later paragraph of this chapter. The 
figures for deferments in line 8 of table 29 show the deferments specifically 
made on the ground of enemy alienage; lines 6 and 7 include deferments on 
other grounds: 

Table 29. 



Alien enemies and allied enemies classified. 

Number. 

Per cent 
of alien 





enemies. 

1 

2 

Total alien enemies and allied enemies registered June 5, 
Placed in Class I.. 

1917-Sept. 11, 1918. 

432,909 
40,552 
16,834 
23,718 
392,357 
122,558 
269,799 
334,949 

100.00 

9.37 

3 

Declarants. 

4 

Nondeclarants. 


5 

Placed in deferred classes.. 

90.63 

6 

Declarants.. 


7 

Nondeclarants. 


8 

Class V-E of deferments (alien enemies). 


9 

Alien enemies reported as discharged at camp. 

5,637 



———--------— t 



The Chairman. I suggest that Mr. Welty amplify the tables from 
the Provost Marshal General’s report. 

Mr. Welty. I just want to read a few extracts here, because it 
means so much. On pages 93 and 94 here is what he says: 

General satisfaction is expressed by the boards with the new quota system, 
as disposing finally of the discontent produced by the original statutory rule. 































































PROPOSED CHANGES IN NATURALIZATION LAWS. 


15 


But in answering the inquiry put to them on this point many boards eagerly 
seize the opportunity to express in the strongest terms the intense and wide¬ 
spread popular feeling that aliens, if otherwise qualified, should be compelled 
to serve in the Army; or, if this were impossible, that they should at least 
be prevented in some way (possibly by taxation) from turning their privilege 
of exemption to pecuniary profit. It is not too much to say that the spectacle 
of American boys, the finest in the community, going forth to fight for the 
liberty of the world while sturdy aliens—many of them born in the very 
countries which have been invaded by the enemy—stay at home and make 
money, has been the one notable cause of dissatisfaction with the scheme of 
military service embodied in the selective service act. 

On page 96 he says: 

Moreover, the mass of foreign-born residents were themselves permeated 
by the spirit of readiness to waive their exemptions and voluntarily accept 
the call to military service. Thousands of nondeclarant aliens of cobelligerent 
and even of neutral origin welcomed the opportunity to take up arms against 
the arch enemy of all; the records of correspondence in this office contain 
eloquent testimony to this spirit. 

And then he gives a number of those. I do not want to go into 
that. On pages 101 and 102 he discusses naturalization, as follows: 

(c) Naturalization .—Arising in part out of the foregoing last described sit¬ 
uation and operating also as a remedial measure for both of the foregoing 
situations came the amendments to the naturalization laws, approved May 9, 
191S, which removed many of the limitations of procedure and time in the 
process of naturalization, and were especially directed to facilitate the naturali¬ 
zation of aliens serving in the military or naval service of the United States. 
The effect of this statute was to make it possible for an alien, whether a 
declarant or nondeclarant who had either enlisted or drafted into the 
service of the United States to change his status into that of a full citizen, 
thus enabling him to enter upon his military career without the handicap im¬ 
posed upon him by his foreign nativity. This measure opened the way for 
the camp commanders, under the direction of The Adjutant General of the 
Army, to encourage naturalization on a large scale and resulted in the con¬ 
version of the “ Foreign Legion ” of the Army of the United States into a host 
of loyal American citizen-soldiers. By this act the number of those military 
persons as to whom any question could henceforth be raised, either on the 
ground of their proper induction as nondeclarant aliens or on the ground of 
their nonliability as declarant aliens of treaty countries or of neutral countries 
was substantially diminished. 

3. Effect of foregoing measures .—As indicating the effect of the foregoing 
measures in relieving the several situations, it is worth while to note the figures 
obtainable as to alien discharges in camps, alien naturalization, and cobelliger¬ 
ent recruiting. 

(a) Discharges in camp .—On October 5, 1918, The Adjutant General of the 
Army called for reports from the different camps as to the number and names 
of aliens who desired discharge or were suitable for discharge. The reports 
thus far available cover only a single camp, but the proportions in the returns 
at hand are significant. Out of a total of 1,589 aliens in this camp in October, 
1918, only 289 asked for discharge when the opportunity was thus offered, or 
less than 20 per cent. Of these aliens, 383 were technically enemy aliens, 
virtually all being either of Austro-Hungarian or Turkish allegiance; and 139, 
or a few more than 36 per cent, applied for discharge. Of the cobelligerent 
aliens, 1,006 in all, and composed almost entirely of British, Italians, and Rus¬ 
sian subjects, only 24 applied for discharge, or a little more than 2 per cent. 
Of the neutral aliens, 200 in all, 84 applied for discharge, or 42 per cent. These 
contrasts between the several groups show just such cleavage as we might 
expect. The general figures indicate how slight was the disposition of these 
alien groups to withdraw from the opportunity of taking arms against the 
world foe. 

Similarly, the returns from the local boards (though only partially covering 
the field) as to the neutral declarants who have availed themselves of the 


16 


PROPOSED CHANGES IN NATURALIZATION LAWS. 


right, under the act of Congress above cited, to obtain exemption by withdraw¬ 
ing their declaration of intention to become citizens, are illuminating: 

Table 30. 


Neutral declarants withdrawing from service. 

Number. 

Per cent of 
neutral 
declarants. 

Per cent 
of 

Class 1. 

Total neutral alien declarants registered June 5, 1917-Sept. 11, 
1918. 

77, 644 
51,726 
25,918 
818 

100.00 
66.62 
33.38 
1.05 


Placed in deferred classes. 


Placed in Class 1. 

100.00 
3-16 

Exempted on withdrawal of declaration. 


( b ) Naturalizations in 1918 .—One test of the spirit of loyalty among ailens 
may be found in the number of naturalizations applied for and granted to reg¬ 
istrants since the United States entered the war. Such action inspires a senti¬ 
ment of admiration for their readiness to enter the war in the service of their 
adopted country. The Bureau of Naturalization reports that the total num¬ 
ber of naturalizations in the United States between October 1, 1917, and 
September 30, 1918, was 179,816; and that since the passage of the act of May 
8, 1918, above referred to, the number of naturalizations accomplished in camp, 
up to November 30, 1918, was 155,246. As there were only 414,389 aliens (Table 
25) placed in Class I up to September 11, 1918 (including declarants and non¬ 
declarants), and as a large portion of these must have gone overseas prior to 
June, 1918, it is plain that the opportunity for naturalization found a hearty 
response from the great majority of aliens to whom it was offered. Unfortu¬ 
nately, time has not sufficed to analyze the naturalization papers and thus dis¬ 
cover the variances between the different nationalities in this demonstration 
of loyalty to their adoptive country. 

(c) Cobelligerent recruiting .—The results of the recruiting missions of the 
cobelligerents are full of significance. Under the British flag were recruited 
about 48,000 men. The Polish Legion raised about 18,000. The Czeclio-Slovaks 
also recruited a considerable number; and the Slavic Legion was in active in¬ 
ception when the armistice arrived. 

I understand that the records now show in the Bureau of Natu¬ 
ralization that over 200,000 of these boys were naturalized and that 
42,000 of them are waiting* and can not be naturalized because we do 
not possess the machinery to naturalize them. 

The Chairman. The records of the Bureau of Naturalization show 
how many? 

Mr. Welty. Over 200,000 naturalized. That is the total number 
of these soldiers who have become naturalized under that act, and 
42,000 of them are waiting to be naturalized. 

Mr. Box. That is, in addition ? 

Mr. Welty. In addition to the over 200,000. 

The Chairman. Under the amendment we made to the sundry civil 
act, if any soldier who wore the uniform and failed to find the oppor¬ 
tunity or the time in the various camps for naturalization, the only 
thing he had to do was to step up to the board and be naturalized. 

Mr. Welty. The trouble has been that there is no machinery now 
to take care of these matters. 

The Chairman. What machinery is lacking? 

Mr. Welty. The clerks and examiners. 

The Chairman. What about the amendment we made to the sun¬ 
dry civil act? 

Mr. Siegel. It simply waives the fee of $4. 

The Chairman. I want to know what machinery we need to put 
into operation this enactment: 

















PROPOSED CHANGES IN NATURALIZATION LAWS. 


17 


TT 4p y , p c ?f son foreign birth who served in the military or naval forces of the 

united States during the present war, after final examination and acceptance 
hy the said military or naval authorities, and shall have been honorably dis¬ 
charged after such acceptance and service, shall have the benefits of the 
sllbdlvision of section 4 of the act of June 29, 1906 (34 Stat. L., pt. 1, 
p. o96), as amended, and shall not be required to pay any fee therefor; and this 
provision shall continue for the period of one year after all of the American 
troops are returned to the United States. The authority to promote instruction 
in citizenship and English now being exercised under the supervision of the 
Director of Citizenship is hereby extended to include soldiers and sailors and 
all persons of the age of 18 years and upward and those in penal institutions. 
Ihe provisions of the ninth subdivision of section 4 of the act above referred to 
are hereby made applicable to this added authority. In discharging this respon¬ 
sibility, the Director of Citizenship shall disseminate information regarding the 
institutions of the United States Government in such manner as will best 
stimulate loyalty to those institutions. 

And so on. 

P° you mean that those soldiers who make that application without 
a fee do not receive their papers ? 

Mr. Siegel. Not only that, but we have not got the machinery to 
accept their applications. They have first got to fill out their appli¬ 
cations and produce their discharges, and then you have got to fill 
out the certificates after investigation. In other words, a man does 
not come down and get his certificate right away. 

The Chairman. Why? 

Mr. Siegel. Because during the past week Mr. Sturgis, who is in 
charge of the naturalization work of the Bureau of Naturalization 
in New York, has been flooded up there by soldiers coming down, 
but he has not got the machinery—he has not sufficient men—and he 
has had to put them off because 'our Appropriation Committee 
would not give them sufficient money. 

. Mr. Box. It is a lack of clerks "to do their work and a lack of 
courts to do their work. 

Mr. Siegel. Yes. 

The Chairman. Have I been misinformed? I was under the im¬ 
pression that any alien who was in the Army, either through induc¬ 
tion or voluntarily, who failed to be naturalized during the progress 
of the war had under this amendment the right to receive his full 
papers immediately. 

Mr. Siegel. But it is not given them. He has got the legal right, 
but he can not get them on account of the lack of machinery. 

Mr. Welty. I will yield for a few minutes to Mr. Crist, who can 
explain that better than I can. 

The Chairman. The bill you propose would not cure that situa¬ 
tion? 

Mr. Welty. No. We should make an appropriation. 

The Chairman. Congress has extended the act making citizens 
out of the alien soldiers of our armed forces immediately without 
any investigation process? 

Mr. Welty. It is absolutely no use. We have already passed the 
law. The only thing to do is to prevail upon the Appropriations 
Committee, Chairman Good and the rest of them, to increase the 
appropriation so they can put the clerks and examiners back again 
who have been discharged. 

The Chairman. Why should they need examiners to make Ameri¬ 
can citizens out of the boys who have put on the United States 
uniform and fought for this country ? 


18 


PROPOSED CHANGES IN NATURALIZATION LAWS. 


Mr. Welty. They want to find out whether they actually did have 
the uniform on. There would have to be some investigation on the 
part of the bureau. 

The Chairman. Has not each soldier an honorable discharge 
paper ? 

Mr. Welty. Yes; but there are other papers to prepare. The 
question whether they are eligible must be presented to the court. 

Mr. White. What force is available now for this work that you 
are discussing, do you know ? Are you able to state ? 

Mr. Welty. All I know is this, that after the first appropriation 
bill the bureau was required to discharge 167 clerks and examiners. 
That is all I know about the matter. 

Mr. White. Do you know how many clerks now are available to 
give their attention to this work ? 

Mr. Welty. No. Let me refer you to the law. Under section 3 of 
the naturalization law we find that the following courts and their 
clerks are required to look after naturalization: 

All United States circuit and district courts now existing or which may- 
hereafter be established by Congress in any State, the United States district 
courts for the Territories of Arizona, New Mexico, Oklahoma, Hawaii, Alaska, 
and the District of Columbia, and the United States courts for the Indian 
Territory, also all courts of record in any State or territory now existing, of 
which may hereafter be created, having a seal and clerk, and jurisdiction of an 
action at law or in equity, or law and equity, in which the amount in contro¬ 
versy is unlimited. 

You asked whether or not we had the clerks. We do not have the 
force there, and neither does the bureau have the force for the pur¬ 
pose of first examining every one of these men who ask for papers, 
and it would not be right if we should permit everybody who comes 
in to be naturalized. Many probably would like to be American citi¬ 
zens now under that law, but they all have not the qualifications re¬ 
quired by the law, and the Bureau of Naturalization has not the 
force now for the purpose of making these investigations. If you go 
to New York or Cleveland you will find that the offices are con¬ 
gested and the clerks do not have sufficient room to take care of these 
matters. Am I right there? 

Mr. Siegel. You are right; that is the fact. 

The Chairman. How long, in your opinion, has the Naturaliza¬ 
tion Bureau been short of clerks? 

Mr. Welty. I will let Mr. Crist answer that. He is in charge. 
They have been short since the Appropriation Committee of this 
Congress failed to make the necessary appropriation. 

The Chairman. That would infer that prior to the reduction of 
the existing appropriation there Was sufficient help to naturalize 
everybody. 

Mr. Welty. No; this Government never took care of the aliens, 
never did. In other words, it made a profit on them. 

The Chairman. That is not quite a fair statement. I do not think 
the Government has been profiteering. These men pay a fee of $8; 
some years ago it was considerably less than that. Now, the bureaux 
was able up to this year to naturalize those who made application, 
and do it promptly? 

Mr. Welty. I think so, and yet we do not take care of them. 

The Chairman. I admit we do not have the educational facilities, 
or the encouraging process; I admit that. 


PROPOSED CHANGES IN NATURALIZATION LAWS. 19 

Mr. Welty. We did not have the machinery to look after them 
properly either before that time. 

The Chairman. As a matter of fairness, let us put it in the record 
that Chairman Good, of the Appropriations Committee, has agreed 
that this naturalization service shall incur a deficiency to keep up 
with this work. 

Mr. Welty. Yes; I understand so. 

The Chairman. Did the transfer of clerks and others from the 
Bureau of Immigration and Naturalization to the Federal Employ¬ 
ment Service have anything to do with this? 

Mr. Welty. No; the Bureau of Naturalization had charge of it all. 

The Chairman. Did they lose any men to the Federal Employ¬ 
ment Service ? 

Mr. Welty. No; I do not think so. 

Mr. Siegel. There was a certain appropriation made to give a suffi¬ 
cient number of clerks to handle this. 

The Chairman. That appropriation applies from July 1 of this 
year? 

Mr. Siegel. Yes; and previous to that New York City, Chicago, 
Philadelphia, and those cities fell away behind. More people were 
clamoring to be naturalized than they had the machinery to handle. 
In other words, the numbers of clerks, the number of examiners, and 
the number of judges were insufficient. 

The Chairman. I admit that; but I want to see where it hap¬ 
pened. Up to July 1 they were getting along? 

Mr. Siegel. They were getting along badly. They did not have 
sufficient people. 

The Chairman. I take it that the rush to acquire citizenship was 
on account of the war? 

Mr. Siegel. I can speak for New York City. It is a matter of 
knowledge. 

The Chairman. I want to know how serious this charge is. 

Mr. Siegel. It is so serious in New York now that the New York 
Herald carried a big editorial on Monday of this week denouncing 
the general conditions in New York, and pointing them out. There 
was a long story. Mr. Sturgis, who has charge of the Naturalization 
Bureau in New York, says that his clerks are working longer hours 
than any clerks in Washington, trying to get the work done, but you 
can not get it done. 

Mr. Welty. Let me call one more matter to the attention of the 
committee; that is, Table 25, on page 91. There were in class 1, 
414,389 aliens. Now, at least that many aliens were in our Army. 

The Chairman. Let us get that. Class 1 was what? 

Mr. Welty. Were those who had no exemptions. 

Mr. Siegel. Who did not claim exemption. 

Mr. Welty. They were the first ones to go and to be accepted. 

The Chairman. In other words, of these 400,000, that represents 
the number of aliens without first papers who waived their exemp¬ 
tion ? 

Mr. Welty. Aliens with first papers and aliens without any 
papers? 

150116—19-3 


20 


PROPOSED CHANGES IN NATURALIZATION LAWS. 


The Chairman. That is the total number of those? 

Mr. Welty. That is the total number—414,389. I just want to 
call this matter to the attention of the committee. 

Mr. Siegel. There were a large number of people who went into 
the Army outside of the draft. 

Mr. Welty. We have thousands of these aliens who volunteered, 
as has been shown here. We passed a law here permitting them to 
go; and they did not ask to fight under our own banner. They 
went direct and fought under their native banners, just as they did 
in our Army under the draft. 

Mr. Siegel. The number entitled to citizenship is greater than 
400,000. 

The Chairman. You mean fighting men? 

Mr. Siegel. It is greater than 400,000, for this reason, that a large 
number of men volunteered, without waiting for the draft. 

The Chairman. That number is put down at about 6,500. 

Mr. Welty. That is, in the American Army. 

The Chairman. That is what we are dealing with. 

Mr. Siegel. What number of men went into the Navy? 

Mr. Welty. I do not know; I do not have that here. 

The Chairman. Of course, on top of that are men who claimed 
exemption, with first papers. 

Mr. Siegel. Yes; sure. 

Mr. Welty. But this number here of 414,389 are those who did not 
ask for any exemption. 

The Chairman. Now let us get down to your bill. What do you 
think would be the amount of machinery required ? 

Mr. Welty. I am glad you asked that question, because I intended 
to come to that proposition next. I understand that the Bureau of 
Labor advocated this proposition. I had it up with the bureau in the 
last Congress and discussed it with Mr. C'aminetti, and discussed it 
with Mr. Parker, and I understand that their idea is to create new 
machinery. There is no need of doing that at all. We have enough 
machinery. All we need to do is to require probably a few more 
extra clerks, that is all, and it will be no expense to the Govern¬ 
ment, either. 

Mr. Box. You are speaking of the educational work? 

Mr. Welty. The educational work will have to be taken care of 
by the local school boards. Any moneys spent will not be spent under 
the direction of the United States, but will be sent to the local school 
boards, and they will conduct night schools, and all that this bill 
provides is- 

Mr. Siegel. This bill does not provide that. 

Mr. Welty. Yes; it does. 

Mr. Siegel. No; it does not. 

Mr. Welty. Indirectly. 

The Chairman. We will have to find a direct method. 

Mr. Welty. The bill, in line 10, provides: 

That each alien shall be relieved from the payments herein mentioned after 
five annual payments and the filing of a certificate with the commissioner of 
naturalization, issued by the school authorities where he resides, showing that 
he possesses a knowledge of American history and the United States Govern- * 
ment. 


V 




PROPOSED CHANGES IN NATURALIZATION LAWS. 


21 


Now, in the matter of registration, section 2 provides: 

That every alien within the United States on the date this act takes effect 
shall, within 60 days, register in the office of the clerk of the courts of record 
in the county having jurisdiction of naturalization in which he resides. 

The Chairman. How many aliens are there in the United'States, 
in round numbers? 

Mr. Welty. There are about 11,000,000 aliens. 

Mr. Siegel. Does that include the women and children? 

Mr. Crist. Yes. 

The Chairman. In round numbers, according to your statement, 
there are 11,000,000 aliens in the United States, and by aliens we 
mean people from foreign shores with or without first papers. 

Mr. Crist. Not naturalized. 

Mr. Siegel. How many at present have got their first papers? 

Mr. Crist. About 2,000,000. 

Mr. Siegel. Of the 11,000,000? 

Mr. Crist. Yes. 

The Chairman. That being the case, how much machinery would 
be required to provide that each and every alien over 21 shall an¬ 
nually on or before January 1, 1920, pay in the sum of $1? 

Mr. Welty. That would be paid through the local naturalization 
officer. He would not be eligible to citizenship if he would not 
pay it. 

The Chairman. That being the case, this bill might not reach a 
very large percentage of the aliens in the United States? 

Mr. Welty. It would reach all of them, absolutely require every 
alien to register. 

Mr. Siegel. Oh, but what will be required to see that that is done? 

Mr. Welty. I have not figured out what machinery we have, but 
we have already the machinery in the Naturalization Bureau. When 
they register, section 2 proposes— 

That every alien within the United States on the date this act takes effect 
shall, within 60 days, register in the office of the clerk of the courts of record 
in the county having jurisdiction of naturalization in which he resides. 

Some clerks of the court would probably have to have some extra 
help. 

The Chairman. It says that he shall do that within 60 days. If he 
does not do it, what then ? 

Mr. Welty. Then there is a provision that he shall be deported. 

The Chairman. How many of these 10,000,000 aliens can we 
deport ? 

Mr. Welty. Well, section 3 provides— 

That any alien who violates or fails to observe any provision of this act, other¬ 
wise than by reason of sickness, mental or physical disability, or other like un¬ 
avoidable cause, shall be deemed to be unlawfully in the United States, and 
shall, upon the warrant of the Secretary of Labor; be taken into custody and 
deported in the manner provided by sections 19 and 20 of the act of February 5, 
1917, entitled “An act to regulate the immigration of aliens to and the residence 
of aliens within the United States.” 

Mr. Box. Will it be made to apply to children or the heads of 
families? 

Mr. Welty. If the heads of the families fail to register and fail 
to comply with our laws, the children will go back. If the families 
return, the children should go back with them. 


22 


PROPOSED CHANGES IN NATURALIZATION LAWS. 


Mr. Box. You were speaking of the requirement of all to register. 
Suppose there were a number of small children. You would only 
require the head of the family to register, would you not, and not 
the very small children ? 

Mr. Welty. You could not expect the children to register. 

Mr. White. The children would have access to the public schools 
of the country ? 

Mr. Welty, Absolutely, and they automatically become citizens. 
There is no question about the children. 

Mr. White. I am not clear in my mind, and if this may not assist 
the committee, it will assist me personally. I would like to have you 
make a statement for my own information as to approximately how 
manv aliens you think this bill would affect. 

Mr. Welty. It would affect only the alien who is eligible to citizen¬ 
ship. 

Mr. White. Well, is there any data by which we may have the 
information, even relative data or approximate data, as to how many 
of those are children ? 

Mr. Welty. If Mr. Crisp’s statement is true that we have about 
11,000,000 aliens in this country and about 2,000,000 have already 
taken out first papers, and assuming that they would complete citi¬ 
zenship, you would probably have about 9,000,000 left who have 
not made up their minds as to whether they would like citizenship 
in this country. As a rule, these aliens have large families and it 
is safe to estimate an average of five in each family in addition to 
the head of the household. If this estimate is correct you would 
have about one-sixth of that number who would be affected by this 
bill, or approximately 1,500,000 of these aliens who are now residing 
in our countrv. 

I believe that a large part of these have a great desire to become 
citizens of this country. They are a little timid, because they are 
unable to understand our language, customs, and know less of our 
institutions. It is just as the judge said in his charge, we ask him 
to come, offer him land and opportunity to earn a living wage for him¬ 
self and his family, but further we have not gone. We forget him 
until he himself musters up sufficient courage to ask for citizenship. 
We have no data at all that is correct. The only correct data we 
can base our estimate on is the last census and that report is almost 
10 years old. Hence what the Bureail of Citizenship furnishes is 
only an estimate. * 

Mr. White. I would like to ask one more question, Mr. Welty, on 
that score, and I ask it because I am not familiar with the circum¬ 
stances in your section of the country or the city of New York, but 
I know in my country we have many aliens scattered throughout 
the country, though not many in the aggregate. I know that many 
instances were brought out during the course of the war where 
aliens had absolutely neglected or overlooked their right to become 
citizens, and many of them supposed they were citizens and were 
exercising the right of franchise, but their parents had neglected and 
overlooked the taking out of their papers, and these aliens were 
educating their own children. Some of them were graduates from 
high schools. I have wondered if there are not a large number of 
similar instances throughout the country. 


PROPOSED CELiNGES IN NATURALIZATION LAWS. 23 

t 

Mr. Box. Is there not a provision covering that very condition in 
the Voigt bill? 

The Chairman. Yes. It was discussed yesterday. 

Mr. Welty. That is why our records are so defective and chaotic. 

The Chairman. I was much interested in your plan. I have given 
much study to it. I undertook to frame a bill along the lines sug¬ 
gested by Naturalization Commissioner Caminetti, but after I had 
studied the matter to my satisfaction and gone as far as I could I 
came to the conclusion that an effort to register the aliens in the 
United States would be such a task that the machinery would be too 
heavy. 

Mr. Welty. It would be too heavy—pardon me—if we inaugu¬ 
rated the provisions of your bill, because we would require new ma¬ 
chinery, if it is done under the Immigration Bureau, but if we do 
it under the Naturalization Bureau, we already have the machinery. 

The Chairman. You must remember the Naturalization Bureau 
desires to encourage the education of aliens in the United States. 
That is in the Department of Labor. 

Mr. Welty. That is the Naturalization Bureau of the Department 
of Labor. 

The Chairman. The Department of Education in the Department 
of the Interior desires to carry on some plan for the education of 
aliens. Now, I want to state this, that after analyzing as far as 1 
could, I came to the conclusion that the committee would be war¬ 
ranted in doing all it could to make naturalization easy for those 
who had misunderstood the circumstances in the years long gone by; 
that we would have to be liberal in education, in the volutary educa¬ 
tion of aliens in the United States, and that we should at once pro¬ 
vide a method of registration for all who shall become citizens from 
the date the bill is passed. In other words, fix it for the future that 
all who come shall register. To say that all here now shall regis¬ 
ter—this great number of aliens scattered everywhere, many of 
whom do not speak the English language at all, which is the fault 
of the past—involves a tremendous undertaking. 

Mr. Welty. But I think that they are doing that largely now 
through the* Bureau of Naturalization. Every factory is calling to 
the attention of its own employees the fact that they would be bet¬ 
ter off if they would become American citizens. We are passing 
into a different order of things. Every war brings on new condi¬ 
tions and new issues. What is labor and capital doing? There is 
one factory that manufactures these radiators here. They had some 
trouble and were unable to make any money, so they called their 
men in and took the matter up with them, and as a result these men 
were organized into what was known as a house of representatives, 
and the superintendent and foremen were organized into a senate, 
and they are discussing factory condition and labor conditions, and 
those who could not talk the English language in that factory 
wanted to know where they could procure this education, where they 
could be taught to read and write the English language and be a 
part of that factory. The time has come, gentlemen, when the man¬ 
ager of a factory or the owner of a factory can not discharge a man 
just because of some whim he may have. The man who for years 
has helped to make that factory has some interest in that factory. 


24 PROPOSED CHANGES IN NATURALIZATION LAWS. 

Labor and capital, no matter what trouble they may have now be¬ 
cause of this war, are going to understand each other better in the 
future, and this bill simply provides more ample methods where 
these aliens might study our institutions. They will go to schools 
provided for by the local board of education. That factory, after 
it organized this partnership between capital and labor, increased 
its output 35 per cent, and those who could not read and write the 
English language now want to go to some school. It is not only the 
machinery that this bill would provide; but opportunity as well. 
It simply gives the Bureau of Naturalization more money for the 
purpose of permitting them to furnish books, and for the purpose 
of teaching these aliens the English language. It gets this money 
and gives it to the local boards of education for the purpose of 
bringing these men in and making them American citizens. The 
local board of education will look after those matters. 

I say that a man must pay 25 cents when he registers. That goes 
to the clerks of the court. We already have these clerks in our State 
and county courts where they can become naturalized. All they 
have to do is to go into one of the courts and comply with the law 
there. They need not go any further. We already have the ma- 
chinery there. 

My district has very few aliens as compared with other sections. 
I do not think this bill here would require the expenditure of a 
single dollar in my district, because the clerks of the courts would 
be able to handle the situation there very easily. What is true in 
my district is true in three-fourths of the districts of the United 
States, and it is true in Judge Box’s district too. There are 
only a few aliens, and it does not require any expense. The only 
thing is that this money should be sent there to give the few aliens 
we have the opportunity to receive an education and to be nat¬ 
uralized. When you come to Cleveland, New York, and Chicago, 
then it is a different proposition. It requires some work there, 
and you have to do the work through your factories where 
they are working. The heads of the factories will not require any 
money from the Federal Government for the purpose of encouraging 
these aliens to register and tell them about it, so that you need not 
be alarmed about the machinery. If we should try to compel these 
aliens to register under the Bureau of Immigration, as provided in 
the chairman’s first bill, it would be a different proposition, because 
there you would have to create new machinery, but under this bill 
you do not create any new machinery whatever. 

The Chairman. It is all the same. When a man does not report, 
what happens? 

Mr. Welty. If he is physically and mentally able to register and 
willfully fails to register, deportation is the best thing that could 
happen to the United States. There will be no danger that the 
desirable alien will fail or refuse to register. It is only the unde¬ 
sirable alien with whom we would experience any trouble, and the 
sooner we make the issue with that gentleman, the better for him and 
our country. The desirable alien wants our Government to know 
where he is. It is only the undesirable who will avoid registration 
for fear that the Government will have his record. 

It is high time that we should know where this creature of a 
human being who does not believe in society or government dwells, 


PROPOSED CHANGES IN NATURALIZATION LAWS. 


25 


and he should know that we know his whereabouts. And then as 
a human matter we should place this machinery into the hands of 
a bureau whose only duty and desire is to better the aliens’ condition. 

The immigration officer meets these aliens at port of entrance, and 
under our law never again comes in contact with them, unless and 
until lie, perchance, violates some law. In other words, it would bo 
highly improper to place the matter of naturalization and education 
in the hands of the police officers. A teacher succeeds much better 
in matters of education than a policeman. 

The Chairman. I have abandoned the idea of forcing the man to 
go to the immigration officer. 

Mr. Welty. You can not send an immigration officer out and say, 
“ I am here; come on now and register and be naturalized.” 

The Chairman. But what you want to do is to force registration. 

Mr. Siegel. Could we not insert a provision that if they did not 
register within 7 or 10 years that they shall be deported? The bill 
should provide some latitude. This could be taken care of by regu¬ 
lation as provided in my bill. The trouble is now we are reaping 
the fruits of what we have sown in the past. 

The Chairman. I have heard it said by public-spirited citizens 
evei^where that we should purge the country at once and go through¬ 
out the country, pick the undesirable aliens and deport them. Yet 
no one seems to think of the process of deportation, the machinery, 
and the cost. 

Mr. Welty. Mr. Chairman, there is no use getting alarmed about 
that. It costs these days about $400 to deport one man. 

(Whereupon, the committee adjourned until Wednesday, October 
15, 1919, at 10.30 o’clock a. m.) 


Committee on Immigration and Naturalization, 

House of Representatives, 

I V ashing ton, D. C., Wednesday, October 15, 1919. 

The committee this day met, Hon. Albert Johnson (chairman) 
presiding. 

STATEMENT OF HON. BENJAMIN F. WELTY, A REPRESENTATIVE 
IN CONGRESS FROM THE STATE OF OHIO—Resumed. 

The Chairman. The committee will be in order. The reading of 
the minutes of the previous meeting will be dispensed with. The 
suggestion was made yesterday that a copy of the Smith-Towner 
bill, H. R. 7, introduced by Representative Towner of Iowa, and 
Senator Hoke Smith, of Georgia, be brought to the committee. Have 
you a copy of that bill, Mr. Welty? 

Mr. Welty. I have. 

The Chairman. Will you be good enough to read from it the sec¬ 
tions regarding education of aliens? 

Mr. Welty. Mr. Chairman and gentlemen of the committee, the 
present labor unrest as a result of the war has brought to the atten¬ 
tion of Congress the fact that there is an element' in our midst undei 
the impression that a new and better order will come about by de¬ 
stroying all society and our present form of Government. For years 



26 


PROPOSED CHANGES IN NATURALIZATION LAWS. 


this Government has permitted all classes of aliens to come to our 
shores. And then, a few years ago, Congress passed a literacy test, 
forgetting it is the man with a false notion of life who as a rule 
would have no trouble in passing the literacy test. Most of these 
aliens are a desirable class, and it is only the exception which has 
attracted the attention of the country and Congress. 

As a result of this condition we find three distinct schools of thought 
desiring legislation. One is through the Bureau of Naturalization by 
broadening its powers so as to permit their naturalization through the 
local schools and provided in my bill. A second is that suggested in 
the so-called Johnson bill, through the Bureau of Immigration, which 
would require registration and education under the direction of the 
immigration officer, and the third by the creation of a new department, 
called the department of education, with a secretary of education with 
a salary of $12,000, with an assistant secretary with a salary of $5,000 
per annum, and with numerous “ bureaus, divisions, boards, or 
branches of the Government,’’ requiring officers, clerks, and employees, 
as provided by the so-called Smith-Towner bill. 

I think that the country demands the enactment of one of these 
measures. I do not propose to enter into a discussion of this bill, but 
I want to read only a few sections which refer to the alien of our land. 
Sections 1, 7, and 9 of the Towner bill (H. R. 7), which, I understand, 
is the same bill introduced by Senator Smith, read as follows: 

Section 1. That there is hereby created an executive department in the Govern¬ 
ment to be called the department of education, with a secretary of education, 
who shall be the head thereof, to be appointed by the President, by and with the 
advice and consent of the Senate, and who shall receive a salary of $12,000 per 
annum, and whose tenure of office shall be the same as that of the heads of 
other executive departments; and section 158 of the Revised Statutes is hereby 
amended to include such department, and the provisions of title 1 of the Revised 
Statutes, including all amendments thereto, are hereby made applicable to said 
department. The secretary of education shall cause a seal of office to be made 
for such department of such device as the President shall approve, and judicial 
notice shall be taken of said seal. 

Sec. 7. That in order to encourage the States in the promotion and support 
of education, there is hereby authorized to be appropriated, out of any money 
in the Treasury not otherwise appropriated, for the fiscal year ending June 30, 
1921, and annually thereafter, $100,000,000, to be apportioned, disbursed, and 
expended as hereinafter provided. 

Sec. 9. That in order to encourage the States in the Americanization of im¬ 
migrants, three-fortieths of the sum authorized to be appropriated by section 7 
of this act shall be used to teach immigrants 10 years of age and over to speak 
and read the English language and to understand and appreciate the spirit 
and purpose of the American Government and the duties of citizenship in a 
free country. The said sum shall be apportioned to the States in the propor¬ 
tions which their respective foreign-born populations bear to the total foreign- 
born population of the United States, not including outlying possessions, accord¬ 
ing to the last preceding census of the United States. 

These, gentlemen, are the three propositions submitted to Congress 
for solution of our immigration population. And it seems to me that 
the economical and sane thing to do is to use the machinery we now 
have and not create new departments and agencies, as provided by 
this bill. 

Mr. Wilson. You mean the Smith-Lever bill? 

Mr. Welty. The Smith-Towner bill. 

The Chairman. Mr. Welty calls attention to the fact that the 
Towner bill, carrying an annual appropriation of $100,000,000, au¬ 
thorizes a small portion of that great sum for education of aliens? 


PROPOSED CHANGES IN NATURALIZATION LAWS. ' 27 

Mr. Welty. It authorizes about $7,500,000 for the Americaniza¬ 
tion of the aliens annually. 

The Chairman That is one plan to be done in the States under 
Federal supervision. The small portion of the great sum is in itself 
a great sum, is it not? 

Mr. Welty. Yes. 

Mr. Wilson. You said that this was the only feasible method. 
You were referring, when you said that, to your own bill? 

Mr. Welty. Yes. 

I he Chairman. The second plan which he mentions is the plan 
largely of the Commissioner General of Immigration, Mr. Caminetti, 
which is covered in the bill which I introduced on May 19, House 
resolution 563. 

Mr. Welty. May sections 5 to 13, inclusive, be incorporated in the 
record to show that plan? You will find it in sections 5 to 13, in¬ 
clusive. 

The Chairman. We will insert them. 

Mr. Welty. That is House resolution 563. 

(The matter referred to is as follows:) 

Sec. 5. That from and after the period of suspension named in section 2 of 
this act it shall be the duty of all aliens within the United States to register 
within one month, and thereafter semiannually to renew such registration in 
the manner hereinafter provided, and all aliens admitted or provisionally ad¬ 
mitted to the United States on and after such period of suspension shall like¬ 
wise register and renew their registration. 

A certificate of registry and identity of the character hereinafter described 
shall be issued to each alien so registering and he renewed semiannually for 
four calendar years: Provided , however , Thnt after procuring final naturaliza¬ 
tion papers persons need not renew their registration. 

Resident aliens shall be registered by United States immigration officers or 
employees detailed for that purpose, and aliens admitted or provisionally ad¬ 
mitted shall be registered by immigration officers or employees at the time and 
place of entry. The Copimissioner General of Immigration is authorized and 
directed to place immigration officials in charge of districts so arranged as to 
make the registration of aliens hereunder as easy and as inexpensive as con¬ 
ditions and circumstances may permit; and to assign officers and employees of 
the Immigration Service to the duty of completing, during the year next suc¬ 
ceeding the taking effect of this act, the registration hereby required, instruct¬ 
ing such officers and employees to travel from one important point to another, 
giving due public-notice of their itineraries, taking the statements of the aliens 
and supplying them with the certificate of registry and identity herein specified. 

Persons apparently aliens, but claiming to be citizens of the United States 
otherwise than by naturalization through judicial proceedings, shall be per¬ 
mitted to register under this act as such citizens upon satisfactorily proving 
their claim of citizenship to the registering officials or, upon appeal, to the 
Commissioner General of Immigration. In such cases renewal of registration 
shall not be required. If the person claiming citizenship fails to establish such 
claim, he shall be required to register as an alien and subsequently in due 
course to reregister as such under the provisions of this act. 

Sec. 6. That the said certificate of registry and identity shall be renewed by 
the immigration officials, such renewal to be indicated by appropriate notation 
thereon on or before the 1st day of January, commencing with the second 
January following registration, each year for the four calendar years next 
following said second January. After the fourth renewal has occurred no 
further renewal shall be required. The alien shall then and thereafter be re¬ 
garded as entitled to remain in the United States, if he has meanwhile com¬ 
plied with all the requirements of this act and has not previously and does not 
thereafter become subject to deportation under this act or the immigration 
laws. Renewal shall be accomplished and made in substantially the same man¬ 
ner as original registration. 

Sec. 7. That the parents or guardians of children of tender years or of persons 
non compos mentis eligible to register hereunder shall be permitted to act in 


28 


PROPOSED CHANGES IN NATURALIZATION LAWS. 


behalf of such children or persons in both the registration and renewal required 
hereby; but in every instance the certificate issued and renewed shall contain 
the description and photograph of the person affected, verified as such by the 
registering or renewing officer. 

Sec. 8. That no alien found by immigration officials to be within the United 
States in violation of the immigration act, or in violation of any law, conven¬ 
tion, or treaty of the United States regulating the immigration of aliens, shall 
be permitted to register under the provisions of this act. 

Sec. 9. That if a certificate of registry and identity is lost or destroyed or 
becomes mutilated or obliterated, a certificate in lieu thereof shall be issued 
by the Commissioner General of Immigration upon satisfactory proof of the 
loss or destruction, or upon surrender of the mutilated or obliterated document. 
For the issuance of a certificate of registry and identity in lieu of one lost, 
destroyed, mutilated, or obliterated, as provided in section 6 hereof, a fee of $1 
shall be charged. 

Sec. 10. That the certificate of registry and identity herein prescribed shall 
be prepared in triplicate, and shall contain a complete description and a photo¬ 
graph of the alien to whom issued. The original shall be delivered to the 
registered alien ; one copy shall be filed in the office of the immigration official 
in charge of the district in which any resident alien is residing at the time of 
registration or to which any alien, admitted or provisionally admitted, pro¬ 
ceeds ; and the other copy shall be filed in the Bureau of Immigration at Wash¬ 
ington. When renewals occur appropriate notation shall be made upon both 
copies as well as upon the original. It shall be the duty of the registered 
alien to notify the immigration official in charge of the district in which he is 
then residing of each and every permanent removal from one district to an¬ 
other made by him, and any change of residence exceeding six months shall 
be regarded as permanent. When so informed, the said official in charge 
will transmit the copy of certificate filed with him to the official in charge of 
the district into which the alien has moved, advising the Commissioner Gen¬ 
eral of Immigration that he has done so and of the new address of the alien. 

Sec. 11. That for the registration and renewals hereinbefore prescribed the 
following fees shall be collected: For males and unmarried or widowed females 
over 16 years of age, $2 for each registration and $10 for each renewal; 
for all married females and for all children under 16 years of age, $1 for 
each registration and $5 for each renewal: Provided , That the fee for the 
first renewal shall be in the first class of cases only $8 and in the second class 
only $4 if the alien shall present to the renewing officer a certificate signed 
by a duly authorized officer of any board of educatiort to the effect that it has 
been found upon proper examination that alien can read the English lan¬ 
guage ; that the fee for the second renewal shall be in the first class of cases 
only $6 and in the second class only $3 if the alien shall so present such a 
certificate showing it has been so found that lie can both read and write said 
language; that the fee for the third renewal shall be in the first class of cases 
only $4 and in the second only $2 if the alien shall so present such a certificate 
showing it has been so found that he can read and write said language and 
has acquired a reasonably accurate knowledge of American history; that the 
fee for the fourth renewal shall be in the first class of cases only $2 and in 
the second only $1 if the alien shall so present such a certificate showing it 
has been so found that he can read and write said language and has acquired 
a reasonably accurate knowledge of both American history and the American 
form of Government: Provided further, That all aliens registered hereunder 
who shall, in the manner hereinbefore indicated, establish in connection with 
‘any renewal of their registration that they are at that time qualified in each 
and every respect specified in this section shall be exempted from the pay¬ 
ment of any fee in connection with that renewal and all subsequent renewals: 
Provided • further, That no fee shall be charged for registering any person who 
requests registration as an American citizen and proves such citizenship, nor 
on account of aliens entering the United States temporarily as tourists or 
visitors or passing through in transit to other countries under section 7 hereof, 
nor on account of aliens admitted temporarily or at frequent intervals in pur¬ 
suance of section 28 hereof: Provided further, That aliens eligible for regis¬ 
tration under the provisions of this act found in institutions maintained in 
whole or in part by taxation, in whose behalf evidence is submitted or adduced 
showing that by reason of their public charge status they are unable to pay 
the registration and renewal fees herein specified, shall be excused from the 
payment of such fees. 


PROPOSED CHANGES IN NATURALIZATION LAWS. . 29 

Sec. 12. That the fees collected hereunder shall be covered into the Treasury 
of the United States to the credit of the appropriation for expenses of regulating 
immigration during the fiscal year in which such collection is made and shall 
oe used under the direction of the Secretary of Labor for the purposes specified 
in the act making such appropriation, including the expense of carrying this 
act into effect, the unobligated balance at the close of any fiscal year to be 
disposed of in like manner as similar balances 

Immigration officials and employees assigned the duty under this act of col¬ 
lecting the fees herein specified shall be bonded in appropriate amount to be 
determined by the Commissioner General of Immigration. 

Sec. 13. That aliens entering the United States temporarily as tourists or 
visitors or passing through in transit shall be furnished with said certificates 
of registry and identity, of which a duplicate shall be kept at the port or place 
of admission. When leaving the United States such aliens shall surrender their 
certificate to the immigration official in charge at the port or place of departure, 
who shall forward it to the official in charge at the place of entry, so that the 
departure of the temporarily admitted aliens may thus be proved and the 
necessity for taking any further steps concerning them avoided. 

The Chairman. Those provisions provide for the registry of aliens 
present in the United States, a fee for that registration, and the set¬ 
ting up of machinery for the registering and carrying out of the 
naturalization of aliens. Now, that is the plan that I introduced 
after conversation with the commissioner, and as I stated yesterday, 
after a long study of it, I had come to the conclusion that the ma¬ 
chinery was too heavy. 

The third plan which Mr. Welty referred to is contained in his bill, 
and provides for the collection of $1 annually from the aliens, and, 
as far as I can see, the plan presumes that this thing will go ahead 
without a great deal of machinery, and provides also for deportation 
of those who fail to take advantage of it. 

Mr. Welty. I was asked the question yesterday how much addi¬ 
tional machinery would be required under this plan here. Let me 
call attention first to the requirements of this bill. Section 1 pro¬ 
vides : 

That for the purpose of assisting in the naturalization of aliens and teaching 
the basic principles of the Government of the United States, each and every 
alien over 21 years of age shall annually, on or before January 1, 1920, pay to 
the Commissioner of Naturalization, or his officially designated representative, 
the sum of $1, the proceeds of which shall be used to defray in part or in full 
all of the expenses in conducting public-school classes. 

These public-school classes will be conducted under the direction of 
the local schools. 

The Chairman. Now, you come to the necessity for machinery for 
getting that under way. 

Mr. Welty. They have it already under way. The Bureau of 
Naturalization has its books and pamphlets, and they are already 
sending them out to these public schools, to be used in the public 
schools, but they have no money to pay these teachers an additional 
sum to go there at night or in factories during the day and teach 
these aliens. It does not require very much. 

Mr. Kleczka. The attempts to conduct the schools have been 
sporadic, and they are only in the communities where the community 
of its own initiative starts something? 

Mr. Welty. Yes.- 

Mr. Kleczka. There is no organized or concrete and extensive plan 
for night schools at all ? 


30 PROPOSED CHANGES IN NATURALIZATION LAWS. 

The Chairman. In other words, if the board of education of a 
State or county falls in with the views of the Bureau of Naturaliza¬ 
tion, they start night schools for the aliens. 

Mr. Welty. They start schools, and before the alien can be natural¬ 
ized he must have passed the examination in English and in the 
history of the United States and its geography and know something 
about them. Under the law now all that an alien is required to do 
is to be able to speak a few words in the English language. 

The Chairman. Is the fact that they are required to do that, even 
that small thing, one of the reasons why so many are in the country 
unnaturalized ? 

Mr. Welty. Because they are required to read the English 
language ? 

The Chairman. And speak English. 

Mr. Welty. Speak English? No; I think the reason so many 
are not naturalized is because, just as the judge said in the case 
I read yesterday, we permit them to drift, and we have not looked 
after them all. Think of the situation in some of the factories in 
and around Pittsburgh, where 50 per cent of the employees can not 
speak the English language, and I understand from the Senate 
hearings that in some of the labor unions an American can not be 
a member. Now, as I said, some suggest the Americanization of 
these people under the bills as proposed by Mr. Towner and Senator 
Smith, and the appointment of a department of education. 

Mr. Ivleczka. Let me ask you, Mr. Welty, is that plan incor¬ 
porated in Mr. Towner’s bill the plan that is now used by the 
Department of the Interior? 

Mr. Welty. I do not understand so. 

The Chairman. The Bureau of Education is in the Department 
of the Interior. 

Mr. Welty. Yes. 

The Chairman. It is not probable that the plan put forward by 
the bill is that bureau’s plan? 

Mr. Welty. I have no doubt about it. I have some papers here 
showing that the National Educational Association is backing the 
Towner-Smith bill. I have never taken kindly to the plan as out¬ 
lined in the Towner bill, because I felt that is simply another step 
to centralize our schools, and I feel that the safety of this country 
requires that our schools shall be controlled by the several States 
of the Union, rather than by the Federal Government. We can not 
do everything from Washington. We must permit the local people, 
110,000,000 of them, to act for themselves and do some of their 
own thinking. Suppose we pass that bill? It will simply mean 
that we will some time, sooner or later, have all of the educational 
matter controlled from Washington and permit no initiative from 
the several States. 

Mr. Ivleczka. Mr. Welty, the primary purpose of that bill is to 
establish a Department of Education? 

Mr. Welty. Yes; that is all. 

Mr. Kleczka. The Americanization and education of the immi¬ 
grants is an incidental thing? 

Mr. Welty. They are putting that in there for the purpose of 
caring for a condition long neglected. They want a Department of 
Education, as suggested, with a Secretary, at a salary of $12,000. 



PROPOSED CHANGES IN NATURALIZATION LAWS. 


31 


The Chairman. I notice at least one fault in that educational 
scheme there. The section you read provided that the money shall 
be apportioned in ratio to the foreigndoorn population ? 

Mr. Welty. Yes. 

The Chairman. Now, the foreign-born population does not mean 
alien population? 

Mr. Welty. No; not necessarily. 

I he Chairman. No; many good citizens in my district are foreign 
born. 

Mr. Kleczka. Sure. 

The Chairman. Yes; and in yours, too, and all the others. 

Mr. Wilson. Whose bill is it that puts it on that ratio? 

Mr. Welty. The Smith-Towner bill. 

Mr. \V ilson. If you had your bill in effect, your own registration 
bill, and you put it in proportion to the registered aliens, you could 
get it on some reasonable and practical basis? 

Mr. Welty. Let me show some of you gentlemen who were not 
here yesterday that it would not require in my district—and probably 
in most of the congressional districts—one cent on the part of the 
Government. It would not require any added machinery, because, 
as the law now is, the aliens procure their naturalization papers 
through the local courts of record, and I suppose all the States have 
a court of record in every county. Now, the}’' will not require any 
extra machinery there. 

The Chairman. I want to get at that. Here is what I tried to 
ask you several times. Let us take a concrete case. A hard-working 
foreigner, 45 years old, shows up, we will say, in Mr. Kleczka’s 
district, and desires the education your bill requires him to have. 
He works, either taking care of his family, or at his job, from sun¬ 
up to sunset, and works hard. Now, you do not provide the method 
of taking him to the school. You just say that if he fails to do it 
he shall be deported, and it is a very hard task for an alien in that 
situation to acquire a schooling. You stated in the case of your 
own family some of the difficulties. 

Mr. Welty. Absolutely, because there was no machinery there; 
there were no schools for adults to acquire the English language 
there. 

Mr. Box. Take my country, which is largely rural. We have some 
foreign people scattered in our section all over the country, and they 
are the very best class of foreign people—that is, agricultural farmers. 
They have no night schools. I have only two towns in my district 
that" may be called cities. They have no night schools outside of 
those towns, and in many of those places there is no night school 
within 50 miles of where the man lives and works. How would you 
take care of that situation? 

Mr. Welty. In that event, all that the bureau would have to do 
is to get in touch with the local board of education, which would not 
be very far from the alien’s home, and ask them to supply a teacher 
to conduct a class or arrange to teach these aliens. If there are 
only two or three aliens, they should have the same opportunity. 
But the danger is not in that section. The danger is in the section 
of the cities, like Chicago- 

Mr. Box. I understand that. 




32 


PROPOSED CHANGES IN NATURALIZATION LAWS. 


Mr. Welty (continuing). Cleveland and New York, where there 
is absolutely no assimilation. 

The Chairman. It is not a question of danger, but it is a question 
of making this bill apply equally in degree in Texas as in the most 
congested alien district in New York City. 

Mr. Welty. The reason, Mr. Chairman, I did not go into details 
on this proposition is because I felt that the matter could be left 
largely with the Secretary of Labor to make the rules and regula¬ 
tions. Here is what is said in the bill. It says: 

Provided, That each alien shall be relieved from the payments herein men¬ 
tioned after five annual payments and the filing of a certificate with the Com¬ 
missioner of Naturalization issued by the school authorities where he resides, 
showing that he posesses a knowledge of American history and the United 
States Government. 

The matter is left exclusive^ with the local board of education. 

And section 4 provides: 

That the Secretary of Labor shall issue such regulations as may be deemed 
necessary and appropriate to place this act in full force and operation, includ¬ 
ing special rules for the application hereof to the cases of aliens coming to 
the United States from or through contiguous foreign territory and aliens en¬ 
tering there or elsewhere for temporary stay or at frequent intervals in pursuit 
of their regular occupations, vocations, or avocations. 

I was going to call section 3 to the attention of those who were not 
here yesterday, which gives the jurisdiction of naturalization to the 
courts of record. You will find it on page 4 of the naturalization 
law, permitting every court of record to naturalize these aliens, and 
the bill would require aliens to pay a registration fee of 25 cents to 
these clerks of court. It would not be necessary to establish addi¬ 
tional machinery. The alien pays that fee, and it would not cost the 
Government one cent. 

Here is another thing. The bill provides only for the registration 
of aliens over 21 years of age, so that instead of being ten or eleven 
million, we would only have probably 4,000,000. 

Mr. Box. I want to ask you a question right on a point that came 
into my mind yesterday. The hearing yesterday disclosed, I believe, 
that there were about 11,000,000 unnaturalized aliens, about 2,000,000 
of them having secured their first papers, leaving about 9,000,000, 
including men, women, and children. Now, is it not true that a big 
portion of that 9,000,000, 2,000,000 of them having secured their first 
papers, must be women and children ? 

Mr. Welty. Yes; and it would not include so very many millions. 
We already have 2,000,000, who have received their first papers. This 
law should probably not apply to them; without making it retroac¬ 
tive. We will have to take care of the present condition as we find it. 
Now, at best, we might probably have only from 2,000,000 to 3,000,000 
whom it would affect and would be required to register. 

Mr. Kleczka. In addition to that, you have got this condition, 
that of those two or three million a great percentage will go back. 

Mr. Welty. Yes. 

Mr. Kleczka. So you start with the obligation of registering the 
new incoming aliens, and then taking care of the remaining portion 
of those who have been here will not be so difficult ? 

The Chairman. This occurs to me in that same connection: We 
will say that 3,000,000 of the number are to be registered, but in an 


PROPOSED CHANGES IN NATURALIZATION LAWS. 33 

effort to ascertain in each community the ones actually registered 
you have got to be continually asking the aliens who were not obliged 
to register, and the result would be, sooner or later, confusion, unless 
all aliens carried cards of registration. Further, the foreign-born 
naturalized American citizens might have to carry cards to prevent 
confusion. 

Mr. Welty. Yes; the bill should provide for the issuance of a card. 

Mr. Kleczka. It occurred to me the other day that in connection 
with the census statement that will go on in January we might ob¬ 
tain a complete registration of aliens from that source. I do not 
know whether the questionnaire provides for that. 

Mr. Welty. 1 think so. The questionnaire must undoubted^ pro¬ 
vide for the classification of aliens. 

The Chairman. As soon as the census figures are available and 
digested we will have all the information we are now seeking, but 
the mere taking of the census does not leave the alien with any 
method by which he can be selected and educated to citizenship. 

Mr. Kleczka. No. 

Mr. Welty. Now, gentlemen, I have just one more thought, and 
then I will close, and that is the proposition as recommended in the 
chairman’s bill. That provides sending out of these immigration 
officers. They are inspectors; they have a double function of finding 
out, and then they also have the power of arrest. We can never 
educate aliens through the police. We must educate them through 
the schools and those who are interested in naturalization. It seems 
to me that the natural and most logical bureau that you have now 
would be the Bureau of Naturalization, because it was created for 
that purpose and is as much in touch with these aliens as any branch 
of the Government. Here is where your immigration officer comes 
in. He meets the alien when he comes to the port, and he never 
meets him again until he finds there is a violation of some law, and 
then he goes out and makes some investigation, and, if necessary, 
arrests him and he may be deported. He is deported through that 
agency, and it seems to me that he ought not to use this agency. 

I want to thank the committee for this opportunity of expressing 
my views. This matter has been on my heart for some time, because 
I felt that sooner or later this country must be one country, and that 
country for Americans, and all of those who do not like our shores 
and who do not like our ways and our customs and institutions 
should go from whence they came, but those who come here for the 
purpose of becoming a part of us should be given the opportunity, 
and I think that since we take their money from them, millions and 
millions of dollars from them, we ought to at least expend a part of 
this money for their education and give them the opportunity, and, 
as Judge Box said, I do not care where it is, in what community, I 
think the Bureau of Naturalization can easily make these rules 
where they will not inconvenience those in rural sections. 

Mr. Box. May I ask right there, whether you have considered the 
question of the'relief of such a population as that by anything like 
a correspondence school ? 

Mr. Welty. I would think they could do that. However, that is 
a matter of regulation. It would be very hard for anyone to learn a 
language unless they heard some one talk in that language. 


34 


PROPOSED CHANGES IN NATURALIZATION LAWS. 


Mr. Box. I think if they were in dead earnest in learning that 
way, they could learn it. 

Mr. Welty. There is no doubt about it, but how easy it is to use 
the machinery that you have. The local teacher there knows those 
aliens better than anybody else. 

Mr. Box. Would you not have to pay him extra, Mr. Welty ? 

Mr. Welty. Yes. That is why the alien is to pay a dollar a year, 
and if lie is diligent and industrious he only has to pay $5. A part 
of that money should be used for this purpose, and if the local board 
has not enough money the Bureau of Naturalization would pay this 
local teacher. 

Mr. Box. Suppose there were only five aliens within the reach of 
the teacher. If he got it, he would only get $5 a year for that work. 

Mr. Welty. That is true. That is where the bureau comes in and 
takes the money received from other places where they have large 
classes, like they have in New York, Cleveland, Philadelphia, and 
Chicago. But there must be some compensation going to that local 
teacher for the purpose of making it worth while to gather in these 
men, and it seems to me that our factories have a right to expect that 
we should help them; capital and labor have the right to expect that 
we should help them to make Americans out of these men. 

I say that the time has come when we have probably come to the 
pinnacle in the centralization of our population, as we now see it in 
New York. There five or six millions are huddled together. The men 
will go out, and the factories will be where a man can dig in the 
ground and obtain some of his support from the soil when he is not 
working in the factory. There must be closer union between capital 
and labor. This war brings nothing to us if it can not help bring 
that condition. Every war has its problems to solve. Some of us 
think that the agitation going on between capital and labor now in 
the city of Washington will not be of any good. It will be of some 
good. Capital will realize that the man that works in a factory has 
a right there, that he has helped to make that factory, that he is a 
human being, that he is more than the property that capital placed in 
there, and that the man in charge of the factory, even though he 
owns that factory, has no right to discharge that man without just 
cause or because he does not like him. That man has some rights. 
He has gone there to live, and unless he has some rights he will never 
own his own home, and our country will never be safe until we have 
home owners. If the Federal Government will ever help anybody it 
seems to me it ought to help the workers who have homes and when the 
laborer is working in the factory and is paying for a home out of the 
proceeds of what he gets in the factory. The time has come when 
capital can not discharge him because of those things. There must 
be closer union, and there will be closer union, between caaoita! onrl 
labor. 

The Chairman. Let us get back to the practical questions. I know 
that the committee is in full sympathy with the views that you take as 
to Americanization of aliens, and I think the committee would like 
to go to work on a bill, if we can see the frame. You make the mini¬ 
mum age 21 years. 

Mr. Welty. Twenty-one years. 

The Chairman. Whv that limit? 


PROPOSED CHANGES IN NATURALIZATION LAWS. 


35 


Mr. Welty. Well, he becomes a voter, and it is supposed that he 
would be able to read and write at that time. You see, this matter 
will not apply to many of them who are under 21, because the father 
will seek naturalization if he has a son, and possesses the soul of 
America within his own bosom. 

The Chairman. I presume that all the States require the education 
of children? 

Mr. Welty. Oh, yes; I think so; compulsory education. 

The Chairman. That being so, every State is prepared to take in 
the children of the aliens. 

Mr. W elty. \es; they will take them in and compel them to go to 
school. 

The Chairman. So the States will take care of the alien children, 
we will say, up to 16 years? 

Mr. Box. Most of them, I guess, would go until 18 years. 

The Chairman. I believe the State laws on education, from my 
own knowledge—I am not fully informed—require boys and girls to 
go to school up until about the grammar-school age, which might 
be 14. 

Mr. Welty. My State, I think, requires them to go until they are 14. 

The Chairman. Most States have factory laws, so that would take 

care of the small child. Why should not your bill start in, then, at 

beyond the grammar-school age, as a minimum, and then why should 

not vour bill be restricted as to some maximum? ' Take the case of 
•/ 

an alien who comes here and does well and gets nicely established, 
and in the course of time he sends, as he is permitted under the law 
for his grandparents, and he brings from some foreign country an 
aged grandparent, an old man 65, who has not the ability to acquire 
much of the customs of the country. Do you not think he should be 
exempted ? 

Mr. Welty. The bill should include some such provision. 

The Chairman. Why undertake to force education, no matter how 
desirable it may be, on a man above 50 ? 

Mr. Welty. We ought to raise it, probably above 50. A man 50, 
you know, is really in the prime of his life when it comes to influencing 
others. You will find that those men right now are causing all this 
trouble. 

The Chairman. What do you say now to making a man at 55 attend 
night school? 

Mr. Welty. I judge that the men who are causing all of this trouble 
right now and misleading the honest aliens are above 50 and 55. We 
ought to include that class. 

The Chairman. But there is your man, and he has acquired, 
through active agencies that are always at work, a lot of notions that 
are in opposition to the fundamentals of the American Government. 

Mr. Welty. True. 

The Chairman. And if you take him into these schools he may 
use that as a place for the spread of his propaganda. 

Mr. Welty. But he would not be in contact with the pupils in the 
public schools. He would simply go to night school or receive in¬ 
struction in day under the direction of the local board of education. 

150116—19-1 



36 PROPOSED CHANGES IN NATURALIZATION LAWS. 

The Chairman. Do you think it is possible to develop your bill 
with a modification of the paragraphs pertaining to aliens in the 

Towner bill? 

Mr. Welty. Oh, yes. 

Mr. Kleczka. And make it workable, so that this committee could 
frame it up? 

Mr. Welty. Yes, indeed; but I would not want the matter con¬ 
trolled, the matter of education, controlled from Washington. 

Mr. Kleczka. I mean to let it be controlled- 

Mr. Welty. By the local boards. 

Mr. Kleczka. Where it would be under the supervision of the 
Bureau of Naturalization, and that bureau would have to provide 
courses that would be defined in this law. The great trouble, as I 
see it, with these aliens is this: They have not got the facilities and 
opportunities for acquiring a thorough knowledge, and it has not 
been given to them. They have got the night schools in the cities 
that have sprung up, and just before the applicant goes to court for 
his final examination he will go down there for two or three nights or 
two or three weeks and be prepared to answer these stereotyped ques¬ 
tions that are asked in court: “ Who is the President ? Who is the 
governor?” etc. Beyond that he gets no thorough knowledge. My 
thought was, would a plan either of registration or reporting to the 
clerks of courts, and that clerk providing him with a booklet that 
would be prepared by the Bureau of Naturalization, say on the 
obligations of the Federal Government, the State government, and 
within a year having him come and take an examination, and then 
for the following year he will be given another course, and then 
again report to the naturalization clerk for a preliminary examina¬ 
tion, and then if you carry out this plan for five years, that man, 
at the end of five years, will have a pretty thorough knowledge of 
what this Government means. 

The Chairman. Why could not that be alternative in the develop¬ 
ment of Mr. Welty’s plan? 

Mr. Kleczka. Absolutely. 

The Chairman. The Bureau of Naturalization lias one book that 
they use as a textbook, as I am informed. 

Mr. Kleczka. But that only touches the high spots, and merely 
specifies that the questions asked by the judge and examiner must 
be in English. 

The Chairman. I would like to say this, just to show how hard it 
is for the aliens to answer some of the stereotyped questions.. When 
I was home this last April an intelligent alien in my district was 
about to try for examination, and he was certain he would be asked 
the question that has been asked so often in years past, “ Who are the 
Cabinet officers ? ” and he telegraphed me to know who the Cabi¬ 
net officers were. His telegram reached me in a small town where 
there is no library. Within a few weeks there had been three 
changes in the Cabinet, and I was 3,300 miles from Washington. I 
had to sit down and puzzle my brain so that I could write that man 
and tell him who were the Cabinet officers. I think that is an unfair 
question. 

Mr. Welty. It should not be asked of an alien, but he should know 
something about the system of our Government. He ought to know, 



PROPOSED CHANGES IN NATURALIZATION LAWS. 


37 


at least, that we have three branches in the Government, the legis¬ 
lative, executive, and judicial, and he ought to know something 
about the State government, and something about the local munici¬ 
pal government, and in this matter the board of education should 
examine him upon those lines, as provided in my bill. 

Mr. Ivleczka. And also the rights, duties, and obligations of 
citizenship ? 

Mr. Welty. Yes. 

The Chairman. The committee has been very much interested in 
your statements, ana will take the bill under advisement, and will 
be glad to have you add any amendments or make any suggestions 
you may desire. 

(Whereupon, the committee adjourned until Thursday, October 
16, 1919, at 10.30 o’clock a. m.) 






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PROPOSED CHANGES IN NATURALIZATION LAWS 


PART 3 

REGISTRATION AND AMERICANIZA¬ 
TION OF ALIENS 

H. R. 3911 

Statement of MRS. MATTIE B. TUCKER 


OCTOBER 18, 1919 









PROPOSED CHANGES IN NATURALIZATION LAWS. 


Subcommittee of the Committee on 

Immigration and Naturalization, 

House of Representatives, 
Saturday , October 18 , 1919. 

t 

The subcommittee met at 10.30 o’clock a. m., Hon. Albert Johnson 
(chairman) presiding. 

STATEMENT OF MRS. MATTIE B. TUCKER, ONE OF THE DIREC¬ 
TORS OF AMERICANIZATION OF THE DAUGHTERS OF THE 

AMERICAN REVOLUTION, HOTEL WATTERSON, LOUISVILLE, KY. 

The Chairman. A subcommittee of the Committee on Immigra¬ 
tion and Naturalization has been named, consisting of Representa¬ 
tives Taylor, Vaile, Welty, Raker, Knutson, and the chairman, to 
hear Mrs. Tucker, who has paid a great deal of attention to the edu¬ 
cation and naturalization of aliens in the United States, as outlined 
in the Welty bill (3911) and in other pending bills. It is in that 
connection that she appears, and also because she is connected with 
the work of the Daughters of the American Revolution along similar 
lines. 

Mrs. Tucker. I am now the chairman of Americanization in our 
State under the Council of National Defense. 

The Chairman. I thought we would like to hear a statement from 
her and perhaps to ask her some questions. 

Mr. Vaile. I shall be glad to hear her, Mr. Chairman. 

The Chairman. I have named this subcommittee to hear her 
to-day. 

Now, Mrs. Tucker have you some views you desire to express in 
regard to the education of the children of aliens. 

Mrs. Tucker. No, sir; the children are taken care of. After we 
got a law passed providing for giving the names of minors to the 
commissioners of education, that settled that question. I think the 
law is national in its scope, perhaps, and provides that every child 
must attend school until 14 years of age. Of course, that covers for¬ 
eign children, and we have in our city one district that is com¬ 
posed— 

Mr. Vaile (interposing). What is your city? 

Mrs. Tucker. Louisville, Kv. We have one district there that is 
made up almost entirely of foreign people, especially Assyrians, 
Italians, and Russians, or those three nationalities predominate, and 
the adult man is now taken care of in the night school, with the 
exception of two places- 

Mr. Vaile. That is voluntary, of course. 


3 





4 PROPOSED CHANGES IN NATURALIZATION LAWS. 

Mrs. Tucker. Yes, sir; in the night school; but the woman has 
little chance to attend night school, and therefore she is left out. 
Thus, the real problem that is before us to-day is how to meet our 
obligations to the foreign woman in preparing her home and rear¬ 
ing children in the home. That is the question just now that is 
really giving us more trouble than anything else. In my committee 
at home, under the Council of National Defense, I arranged to have 
a lady who has charge of one of our social settlements there to form 
a domestic class—or, rather, a class in domestic science—and she is 
doing wonderful work. She has taught those people, not only the 
use of foods, but she has given them instruction in regard to sani¬ 
tary conditions, how to meet them, and how to rear their children as 
other children are reared, or as children should be reared. Then the 
chairman meets with them every Thursday evening and gives in¬ 
formation to any foreigner that wants it in regard to how to get his 
papers made out. They present the papers to me, and I fill out the 
papers myself. I had one batch of nearly 40 Italians, another of 
6 or 8 Assyrians, and another of over 30 Germans, and the Federal 
judge sent a deputy with a notary and swore all of them in at once. 

The Chairman. That is a very fine work that you are doing, and it 
would be well if some one in every city would take up the same 
service. The committee will be pleased to have you outline your 
plan. 

Mrs. Tucker. That is not being done everywhere. What we want 
here is this: The child is taken care of and the adult man is taken 
care of- 

Mr. Vaile (interposing). We have not any national legislation on 
that subject, have we, Mr. Chairman? 

The Chairman. No; but we are approaching the consideration of 
bills dealing with that matter. The Towner bill provides for the 
education of aliens through large Federal appropriations; the bill 
of Mr. Welty has a plan, and there is a plan which has been out¬ 
lined in part by Mr. Crist, of the Bureau of Naturalization, for Fed¬ 
eral aid for boards of education everywhere for the education of 
aliens. 

Mr. Vaile. So far as the education of children is concerned, that 
is entirely a matter of State legislation? 

The Chairman. Up to the age of about 14 years, practically all of 
the States have compulsory school attendance laws. 

Mr. Vaile. I wanted that to appear.» 

Mrs. Tucker: Now, the night school, according to my observa¬ 
tion, does not meet the required needs. When the adult has worked 
all day and goes home and cleans up for school, he comes to school 
tired, and in many cases he goes to sleep. Under those conditions he 
soon becomes discouraged and drops out. Now, my idea, or the 
thing that I work on now mostly, is the vestibule work at the fac¬ 
tory—that is, arousing the social condition or social feeling running 
between the manufacturer and the employee. For instance, a man 
has 30 foreigners employed, and that is a small number, because in 
some factories most of them are foreigners. Now, the overseer 
undertakes to give directions to them, and their first question is. 
“What do you mean?” and the overseer must stop and explain, with 
a consequent loss of time. If they would give a half hour each day 




PROPOSED CHANGES IN NATURALIZATION LAWS. 


5 


to the instruction of the men in their line of work, in a short while 
those men would be able to go on with their work. Then there 
would be a better feeling between the employer and the employee, 
with a better result in the character of the work. It is really a good 
service to the manufacturer. 

Mr. Raker. What do you find to be the number of single men at¬ 
tending the schools as compared with married men? 

Mrs. Tucker. We find that there are more married men attending 
the schools, for the simple reason that there are so very many for¬ 
eigners here that did not bring their wives with them. They are 
single in the sense that they are here without their families, t had 
in the school that I had charge of for eight years mothers and sons, 
husbands and wives. The wives had to bring their little children 
with them if they came, and for that reason many of them did not 
come. There were a few of them. I found that there were more 
married men in attendance. You asked the question whether there 
were more married men than single men attending, and, as I have 
said, there were more married men in attendance. That is because 
in all of our large cities we have developed social centers, and the 
single men will go for entertainment more than the others. I think 
that the only solution of the question of educating and Americaniz¬ 
ing the foreigner is through factory work, or along the line of what 
Mr. Sicker is doing. When I registered for work during the war 
the authorities at the camp wrote me a very nice letter, stating that 
they could not admit ladies to the barracks, but that if I would meet 
the gentleman who was doing the work and give him this forecast 
that I had prepared, he would be glad to have it. They sent this 
gentleman to me, and I found that he was a man who had been 
working in factories in New Haven, Conn., and that he was well 
up in the work. So they are doing the work there. Would you like 
to know my idea of factory work? 

The Chairman. We would be pleased to hear you in regard to 
that. 

Mrs. Tucker. When a man occupies a position in a factory he 
should be willing to give at least half an hour of his noon hour and 
another half hour afterwards for instruction. If he is not willing 
to do so, then his employer does not want him, because if he is not 
willing to make himself efficient, he will not be worth anything to his 
employer at any time. When I went into the work of the Council of 
National Defense the question was asked, “ Where will we get the 
teachers?” The answer was, u There is hardly a family that has not 
some one in it that is capable of instructing others along the line 
of their particular business. It may be a boy or girl 15 or 16 years 
of age, but the American boy or girl knows enough to teach them 
along the line of their business.” 

In the meeting of the Daughters here for the purpose of determin- 
ing how we could meet that situation, it developed that the child 
was cared for and that the adult man was cared for, but what about 
the woman? They are going to try to finance the sending among the 
aliens girls of special skill who may be named for the purpose. They 
will be sent right out to go into those homes. > They will be prepared 
along every line and for meeting every condition—that is, they will 
be skilled in home economics, sanitation, and will be able to meet any 


6 


PROPOSED CHANGES IN NATURALIZATION LAWS. 


requirement that may be made of them. That is why the directors 
on this subject have been called upon. It is to meet the situation 
of the woman. The call has met with hearty approval, and we have 
got our State regents to work in connection with the local regents 
to finance the sending of one or more girls. Iowa had collected 
$1,500 to put one teacher in the field, but they found that they could 
send five at $300 each and prepare them for the work. That is the 
way they are using their $1,500. 

The Chairman. Do you think those young ladies will have to have 
a course of training first? 

Mrs. Tucker. They will. They must necessarily have a course 
of training just as the nurse who goes into the home. She must 
know her work before she is prepared to take it up and teach an¬ 
other what to do. We must have women who have been taught how 
to go into those homes, because in many instances they will find 
themselves resisted. They must be able to overcome any difficulties 
that may present themselves. They have done wonderful work in 
the Philippine Islands. They have educated there this past year 
four young ladies and sent them back to their special communities— 
one to the Igorrotes, one to the southern part, and some to the Moros. 

The Chairman. You say they were trained in the Philippine 
Islands. Do you mean American women? 

Mrs. Tucker. Yes, sir. Our representative from the Philippine 
Islands was at our meeting yesterday. 

The Chairman. For instance, take the city of Detroit, where the 
influx of foreigners has been rapid. 

. Mrs. Tucker. Yes, sir; aliens are in that city by the hundred thou¬ 
sand. 

The Chairman. It would take a great many trained young women 
to make much headway there. 

Mrs. Tucker. It certainly would, in comparison with the num¬ 
ber we have now, but we will have to progress. In the Schauffler 
School, in Cleveland, they are doing that work, and last year they 
graduated nine young ladies, all of different nationalities, and sent 
them out. They went out among their own people, or among the 
Greeks, Italians, etc. I do not know just what they were. 

Mr. Taylor. Where do they get funds—from voluntary offerings? 

Mrs. Tucker. That is what we are trying to finance now. 

Mr. Taylor. By subscriptions? 

Mrs. Tucker. By subscriptions from the different chapters of the 
Daughters of the American Bevolution. But who will employ these 
girls afterwards is another question. The demand is for teachers, 
and we need them. 

Mr. Taylor. Is part of this national-defense fund employed in 
that work? 

The Chairman. No; none of it. 

Mrs. Tucker. What we want to do is to get the Government be¬ 
hind this business. It should be done under Federal aid. 

The Chairman. Do you think that in carrying on this work of 
sending those trained young women out into communities to en¬ 
courage and assist these alien families along educational lines it 
should be under the Department of Labor or under the Bureau of 
Immigration in the Department of Labor? 

Mrs. Tucker. Do you mean to finance us ? 


PROPOSED CHANGES IN NATURALIZATION LAWS. 


7 


The Chairman. Yes, madam; if appropriations should be made 
for that purpose. Should it be under the Bureau of Immigration 
or should it go to the Bureau of Education? 

Mrs. Tucker. I think it should go toward sending these mission¬ 
aries, as it were, out and preparing them for the work and then 
sending them as missionaries into the field, just as we would send 
foreign missionaries into foreign countries. 

The Chairman. The Bureau of Education is probably desirous of 
aiding in the education of aliens, and the Bureau of Naturalization 
has undertaken.the education of aliens through night schools and 
through assistance and cooperation with school directors everywhere, 
as a side line of their naturalization work. Now where, in your 
opinion, would this work of yours fit in best ? 

Mrs. Tucker. For financing the teachers for the work? 

T he Chairman. Would it fit in better under the Bureau of Educa¬ 
tion or under the Naturalization Bureau? 

Mrs. Tucker. Really, Mr. Chairman, I hardly know how to an¬ 
swer that question. 

The Chairman. That Is one thing we should think about. The 
Bureau of Education, which is a great bureau of the Government 
here, is doing great work under Dr. Claxton. 

Mrs. Tucker. I have an appointment with Dr. Claxton at 12 
o’clock to-day. 

The Chairman. It might be that the line of work that they would 
do would be largely along the line of actual book education, and it 
might be that this other instruction would be along the line of 
general education or the Americanization of the aliens with a view 
to the naturalization of this horde of aliens in the United States. 

Mrs. Tucker. When you come down to the educational part of it, 
1 might tell you that we have just as many—not just as many, be¬ 
cause we have 13,000,000 foreigners—but we have a great many 
Americans who really need to be Americanized, and, that being the 
case, I think it would probably be better to work through the Bureau 
of Education. 

The Chairman. That would mean Federal supervision of State 
schools for the education of boys and girls, American and non-Ameri¬ 
can, native born and adopted, would it not? 

Mrs. Tucker. Yes, sir. I do not think that the Bureau of Educa¬ 
tion can do anything without being backed or financed with Federal 
aid. 

The Chairman. Neither could the Bureau of Naturalization. 

Mrs. Tucker. No, sir; neither one could. 

The Chairman. Have you seen those textbooks that the Depart¬ 
ment of Labor has gotten out ? 

Mrs. Tucker. I certainly have. When I was doing this work, I 
tried my best to find some book that would meet the demand and I 
could not do it. The consequence was that I went to work and made 
a forecast myself for my work. I was here and saw Mr. Claxton 
about it, and he wanted me to have it copyrighted, but I did not do it. 
Mr. Campbell put out a book which he calls a textbook for foreigners 
or immigrants, in which he employs a good deal of what I *had done 
in my forecast. It is not entirely from my forecast, but he does not 
give me credit for the part that is taken from it. 

Mr. Taylor. Did you send Mr. Campbell your book ? 


8 


PROPOSED CHANGES IN NATURALIZATION LAWS. 


Mrs. Tucker. Yes, sir; that is where I made my mistake. I should 
not have shown my book. I did not say anything. He said to me, 
“ Do you mind my using this? ” I said, “ Not at all.” I was perfectly 
willing to give it for the use of the people. 

The Chairman. You wanted to give it for the use of the for¬ 
eigners ? 

Mrs. Tucker. I could copyright mine as it is, because it is so differ¬ 
ent from anything else that has been done along that line. I could 
copyright it without interfering with anybody. 

The Chairman. Those were elementary plans for making the aliens 
take hold of English and take an interest in the American way of 
life? . 

Mrs. Tucker. My idea was to begin with the foreigner in that way. 
Now, not all of those foreigners are ignorant. They are only ignorant 
of the English language. We have found foreigners who could speak 
as many as six or seven languages, but who did not know English. 
However, the majority of them have not been educated even in .their 
own country. 

Mr. Taylor. I would like to ask about the textbooks. Are great 
numbers of them issued ? 

The Chairman. I have not exact information about that, but there 
is a considerable number. 

Mr. Taylor. Do you know whether they have free distribution or 
not ? 

The Chairman. Yes; it is free. 

Mr. Vaile. It is a student’s textbook to assist them to naturaliza¬ 
tion ? 

The Chairman. Yes. An amendment to the act was reported from 
this committee two or three years ago carrying an authorization of a 
certain sum of money for that purpose. 

Mrs. Tucker. I think that the educational part of it should be done 
through the Bureau of Education and that the Americanization part 
of it should be done through Federal aid. We must get the factory 
men and mining men interested in that before we can do anything 
with the adults. 

The Chairman. Under section 8 of the naturalization law it is 
provided that no alien shall be naturalized or admitted to citizenship 
who can not speak the English language. Do you think, as a result 
of your observations, that that is a wise provision ? 

Mrs. Tucker. I think that is quite proper. 

The Chairman. Do you think that an alien who is about to be 
naturalized should not only be able to speak the English language, 
but should be able also to write it ? 

Mrs. Tucker. I certainly do. If you will pardon me, I will give 
you a little of my experience along that line: I was sent for not long 
since by an Italian, who asked me to stop at his place of business. He 
was in great trouble. He had made a purchase from some one and had 
signed a paper that he never would have signed had he been able to 
read and write. Then I have had other cases where aliens had voted. 
I find that there are quite a number of aliens who are voting and 
who do not know anything about what they are doing. Men who 
were not able to read or write their names have been voting, their 
names being written for them. I think that writing English is just 
as necessary as speaking it. 


PROPOSED CHANGES IN NATURALIZATION LAWS. 9 

The Chairman. You spoke of aliens voting. Do you mean to say 
that they were actually aliens? 

Mrs. Tucker. They were actually aliens; and I found quite a num¬ 
ber of them in my work after T began who had been voting for years. 
They did not know that they had to take out papers. They did not 
know anything about it. They were asked to vote when they first 
arrived, and some of them registered and have voted ever since. 
Nobody questions it, and therefore they did not know what they were 
doing. I went to a Federal judge with it, and he worked the problem 
out; that is, after they had been here five years and had proved them¬ 
selves to be good citizens they could take out their second papers, or, 
rather, have themselves declared citizens, provided they could find 
two persons who would testify to their good character as citizens. I 
think I had some five or six Italians who had been voting to take out 
their papers, and they did not know that they had to be naturalized 
before voting. 

Mr. Welty. I understood you to say a while ago that the evening 
schools did not meet the situation. 

Mrs. Tucker. Of course the night schools meet a need, but not the 
whole need, due to the fact that when these people come to school 
they are too tired mentally and physically to do the work that they 
should. Therefore they become discouraged before they have really 
gotten any benefits from the efforts made by the boards of education. 
I have been in one of our night schools for foreign classes. I have 
been going up there myself, and I went up there last week. The prin¬ 
cipal asked me if I would come and help him decide on plans for 
placing these foreigners. A great many of the foreigners work at 
night. Many of the foreigners, especially the Greeks, are restau¬ 
rateurs, and they work until 8 or 9 o’clock at night. Then they come 
to the night school and want to have you teach them, but when you 
attempt to work with them you find that they are really too tired to 
take up the work. 

Mr. W elty. Your idea would be that if any alien is unwilling to be 
Americanized he should be deported? 

Mrs. Tucker. I certainly think so, because if they have come here 
only to make use of us we are better without them than with them. 

Mr. Welty. I understand you to say that instead of having these 
night schools these teachers should go into the factories and teach 
them our social standards? 

Mrs. Tucker. Yes. Let us make that a little clearer. It is better 
to have them going into the homes for the women and into the fac¬ 
tories for the men, but not to do away with the night school, because 
that meets a need. In one of our vocational night schools we have 
200 boys and girls that are very, very earnest in their work, so do not 
shut down the night schools, but I mean to work with the families. 

Mr. Y Ylty. You would not stop working with the father, but you 
would also give this opportunity to the wives and the children. 

Mrs. Tucker. It must be, because the wife is the one who is rearing 
the infant in the home. The sanitary conditions are perfectly dread¬ 
ful. I went into a home some time ago to inquire about a child who 
was sick, and there Avere tAvo bunches of bananas in the bed with that 
sick child. That is one of the conditions. 

I went into our Syrian district not long ago. I wanted to see a man, 
and I Avent into a home not long ago, and there Avere five tiers of beds 


10 PROPOSED CHANGES IN NATURALIZATION LAWS. 

on one side of the room and two on the other, and there they slept 
underneath each other. Such conditions should be looked into. 

The Chairman. There are so many of those matters that are local. 
In the Pacific Northwest, in nearly all the cities and towns, we cured 
that by passing an ordinance requiring a certain amount of cubic 
air space for every sleeping person. 

Mrs. Tucker. That is good. We have not those laws in every 
place. 

The Chairman. It is well, in my opinion, to discuss openly the 
actual situation; just how they live and what they do—their customs 
and their beliefs. The necessity is this: Strikes occur all over the 
Nation; high-minded and well-meaning people go and investigate 
them: and they find the aliens living under conditions that appear 
distressful. These investigators have seen such conditions for the 
first time, and they report, “ Here are a lot of factory workers with¬ 
out underwear,” and that information is sent out all over the coun¬ 
try, and there is a hue and cry that people in the United States are 
forced to live under such conditions. My information is that a great 
many of the people who come here nowadays do not wear under¬ 
wear because they have never learned to wear it in the old country; 
that some of them sew their children into their skirts for the winter, 
and have little or no knowledge of bathing, clothes washing, and 
hygienic principles that we have in the United States. My contention 
is that to continue to allow these people to come in large numbers 
and to fail to force or teach them to come to our method of living 
will sooner or later destroy our own standards of living. 

Mrs. Tucker. That is right. We are doing so much to American¬ 
ize these foreigners, but what are we doing to keep our own children 
from being foreignized? 

The Chairman. That is exactly it. It is one pulling down the 
other. 

Mrs. Tucker. Exactly. I have handled directly in my care some¬ 
where between 500 and 800 foreigners. I mean they come to me 
without being able to speak even an English sentence. I am not 
talking about those that I have handled that had been prepared 
before they came. I am going to say to you that in all that number 
I have never been advised of one that has not made a good citizen. 

I met one on the street the other day who was a Roumanian, and 
he said, “ Oh, Mrs. Tucker, I am so glad to see you. I am stopping 
here for the day.” He is now working in Indianapolis getting $50 a 
week. That boy came in very ignorant, from sleeping in squalor, 
and unfit in every way, and my idea was' to get those boys, of course, 
to save the money that they could get, and I know foreigners there 
who own their own homes; others who began depositing just a dollar 
or two with me, and they have now good bank accounts. 

That is one of my methods discussed in my books that I have here, 
buying the articles for the home, the cost, and what is economy, buy¬ 
ing a pair of shoes for a dollar and a half that will last two months, 
or buying a pair of shoes for $2 that will last four months, and giv¬ 
ing them training that will make better citizens out of them. 

I find that the Russians are the greatest repellers of law. They are 
anarchistic from the backbone. They have the idea when they come 
here that this country is free. It is the most governed country in the 


PROPOSED CHANGES IN NATURALIZATION LAWS. 11 

world, from the fact that we have three distinct governments, the 
municipal, the State, and the national. In other countries they have 
the State law or government. We have really more, so I prove that 
by a circle, and I put a boy in his home, and I take him to the three, 
first to his school, then to the community, and then to the State, and 
then to the national, and make him draw these three lines around 
himself, and show how many phases of government belong to him. 

They fell a story of a little foreign boy who got out his lunch at 
school and began to eat, and the teacher ordered him to put it away, 
and he refused, and she picked up her strap—I suppose she was one 
of the old school—and used the strap and hit him across the shoul¬ 
ders and told him to put it away. He threw the lunch at his feet 
and said, “ They say this is a free country, and yet a man can not 
eat when he is hungry.” So that is the idea that they have, that this 
is a country where they can do anything they want to. 

One night I was saying something to a Russian boy about going to 
Russia, and he said, “ When you go to that country you will never 
come back here any more.” I said, “ Why ? ” He said, “ That coun¬ 
try is so much better than this.” I said, “ You repeat that, young 
man, and you will get your ticket back to your country without cost¬ 
ing you anything.” I said, “ You repeat that. You are 21 years of 
age, and I will have you deported.” He gave a sort of silly laugh, 
but he came to school until he finished. One night about a year ago, 
over a year ago now, my telephone rang, and they said from the desk 
that there was a young man who wanted to see me. I had a very 
severe headache, and I could not very well £ee him, but I said, “ Send 
him in.” So in a few moments a bellboy knocked at my door, and 
brought me the boy that I had threatened to deport, dressed in his 1 
khaki. He said, “You see I am so in love with the country that I 
am going now to join. I could not go without telling you good-by, 
because you made me what I am.” I said, “ Harry, I am awfully 
glad to know it,” and I bade him good-by. He then went overseas 
and in six weeks was killed, and I went to see his sister, the only 
relative he had in Louisville, and, of course, she was very much 
depressed. 

Wh at these people want is instruction, what they want is leader¬ 
ship, what they want is the social feeling between those working with 
them. We are all immigrants. I have got on me a pin here that 
shows I am an immigrant. My great-great-great-grandfather came 
to this country in 1613, and I am a descendant of the Clays of Ken¬ 
tucky, and old John Clay came in 1613. Of course, immigration at 
that time was very different from the immigration of to-day. 

The Chairman. I do not know that it was all different. About 
that time, or soon after, ticket-of-leave men came here—or, rather, 
they were sent here. We were the asylum for the oppressed of all 
the world; our colonies needed colonists, and we begged the people 
that we could within reach in Europe to come here. We offered them 
citizenship in some of the colonies in six months, complete citizen¬ 
ship. In 1750, and around that period, a good many people who 
were finding it hard to live in Scotland, who had lived a sort of High¬ 
lander’s life by going down into the lowlands, taking the cattle, and 
getting into all kinds of trouble, came to our colonies, and they 
helped to make the backbone of our present type of Americans. » 


12 PROPOSED CHANGES IN NATURALIZATION LAWS. 

Mrs. Tucker. That is true, but there are two things there. 

The Chairman. Of course, the tongue of nearly all was English, 
and when they came.here they found nothing but hardship. 

Mrs. Tucker. That is it. There are two things that govern the 
trend of immigration, betterment of conditions and religion. Now, 
we do not need to discuss the religion part of it, but these people are 
coming. I studied this question at Ellis Island. I was there six 
weeks, and then afterwards took a course in Columbia University, 
and then I went to Europe. There is where I learned that the 
chaperon business is another thing I feel must come; that is, chap¬ 
erones for the girls on the vessels coming over. I stole down into the 
steerage, and the officers who were down there could not tell on me 
because I could tell on some of them, and they had to keep quiet. 
So I went down and took an inventory of all that was going on down 
there. There is one thing certain, that we should have chaperones 
on these vessels. If we did, we would prevent a great deal of extra 
taxation for the care of these girls in hospitals, after they arrive here, 
and so on. 

The Chairman. Do we not now have matrons on the ships where 
the foreign countries that control the ships permit us to have them ? 

Mrs. Tucker. If they permit you; yes. 

The Chairman. I was asking you if we did not have them where 
the foreign countries owning the vessels would permit matrons. 

Mrs. Tucker. Yes; where they permit it. But there was a long 
time when they did not permit it. 

Mr. Vaile. Right in that connection, Mrs. Tucker, let me ask you 
if your observation corresponds to this statement. My secretary, a 
girl at home, has recently returned from Red Cross work in France, 
and she said that she has a very poor opinion of most of the war 
brides—that is, the French girls that the soldiers married. She said 
that the majority of them were immoral women, and that they found 
it necessary to keep them under guard on the vessels to prevent them 
from mingling with the other soldiers, and a great many of them 
were diseased. Does your observation correspond with that? 

Mrs. Tucker. Yes, sir. I think it lias done more to corrupt the 
morals and physical condition of the young men of to-day than any¬ 
thing you could possibly conceive. Our hospital had at one time 
46 young girls in it, and we have got, I do not know how many now 
under suspicion. 

Mr. Taylor. French girls, you mean? 

Mrs. Tucker. No, our own girls; by these soldiers that have come 
back. 

I took up this work 12 years ago. I had no more idea when I be¬ 
gan it that I was going to keep it up and develop it as I have than 
you have, but I began it with a little Italian boy coming in one eve¬ 
ning to my newsboys’ club. He could not speak English, and I could 
not speak Italian, but we managed to make each other understand. 
He came the next evening and brought two more. We had a meet¬ 
ing, and they continued coming with others until there were about 
16 or 17. With that other nationalities came. One night our Courier 
Journal sent around and secured a photograph. It represented 14 
nationalities in the line of study and the work we were doing there. 
So then I went to our superintendent and asked him to segregate 


PROPOSED CHANGES IN NATURALIZATION LAWS. 


13 


these foreigners, because the American boy and girl loses time by 
trying to be taught with the foreigner. They can not do it. They 
become discouraged, and they will not do it. 

The Chairman. That is the young children ? 

Mrs. Tucker. No; the grown people. Here is a man that does not 
understand anything at all. I am the teacher, and I have got to 
stop and show him, and the rest of them are losing time, and they 
do not like it. So I went to our superintendent, who is a very bright, 
smart man, and asked him to let me segregate the classes, and he said 
all right, if I could get as many as 20 to teach. The class went from 
40 to 55 every night. I tried my best to get a teacher, and I could 
not do it, so I took the class myself, and that is how I got into it. 

I went to Ellis Island, as I say, and studied it, and I went to 
the Columbia University when I was making my degree there, and 
I took slumming under Mr. Edson, of New York, and there is 
where I learned about the minors. That is when I took that up 
with Mr. Burnett and had this minor proposition brought up. Up 
until about four or five years ago the names of the minors were 
not given to the Commissioner of Education, and they slipped in. 
I saw 2,000 children in activity, all of them under 14 years of 
age, not one of them in school. I had a conference here with Mr. 
Burnett, and in 1913 I was called here before the committee, but 
owing to the death of a brother that week I did not get here, but 
I felt so much encouraged and I felt like my active work in it had 
a good deal to do with it. I do not know that I did it, but I cer¬ 
tainly worked very hard, and it was accomplished. 

Now, I want chaperones on all the vessels, and I want domestic 
immigration bureaus at the ports of entry. If these men knew 
that they were going to get work when they came here, they would 
bring their wives, and would bring their families, and would settle 
down, and there would not be this segregation in the mining dis¬ 
tricts and the vice would be broken up in a way, because they would 
have their families with them. At the mines, the miners come in 
the morning and work in the mine eight hours, and then the women 
are there cooking all day. If the men had their families, it would 
be very different. 

So I want these domestic immigration bureaus at the ports of 
entry, and I would have propaganda to get the very best labor 
we can get. Who is going to dig our ditches? You are not will¬ 
ing that your sons do it. You want them educated in colleges 
and prepared for something else. They have been digging a sewer 
in the community where I have charge, and every one of the work¬ 
men is a foreigner. 

Mr. Vaile. I hope my son will be able to find better work, but 
I would rather that he did that work than have the whole country 
in which he lives ruined by perverted ideas of a lot of foreigners 
who can not understand our system. 

Mrs. Tucker. Certainly, and I agree with you. I would rather 
have a son of mine doing that kind of work than to know that I 
had admitted any man who was not only a detriment to our country 
but a detriment to our young people. 

The Chairman. Do you think that when the common laborers, 
appear from a foreign country, whether Mexico, Japan, or Italy, 

150116—19-5 




14 


PROPOSED CHANGES IN NATURALIZATION LAWS. 


or elsewhere, that American-born men who would otherwise be 
willing to work, will not work with them? Do you think there is 
anything in that? 

Mrs. Tucker. I certainly do. I have found quite a feeling along 
that line, and they are not willing for two reasons; one, on ac¬ 
count of their unsanitary condition; and the other on account of 
the fact that they feel that they are usurpers. There are many of 
them that feel that. Until we can do something with the 13,000,000 
foreigners, 5,000,000 of whom are ignorant, I think it would be 
v\ell to pass some law to close the doors until we can make these 
people citizens. 

The Chairman. Regardless of who digs the ditches? 

Mrs. Tucker. Regardless of who digs the ditches, yes. If I 
I-ad to dig one myself, I would do it. 

The Chairman. That is a patriotic statement. 

Mrs. Tucker. Then, again, when I went to Ellis Island the first 
time, 12 years ago, I was shocked to find the foreigners coming 
in and looking up at the flag, and no hat off or anything of the kind. 
I called the commissioner’s attention to it. I went to Ellis Island 
under a Government permit which gave me an opportunity to visit 
all departments and take part in everything and anything that 
developed. I got the permit from the committee in the House. In 
fact, Mr. Shirley and I went two or three times as guests of honor 
from the same place on the same subject, so I did not have any 
trouble getting a permit, I said, “Is it possible that they do not pay 
any more attention to our flag than that, looking up?” I said “That 
is shocking.” So I took that up with Mr. Burnett, and we worked 
on that, and I feel that my going there perhaps was productive of 
some good. I hope it was, anyhow. While I am not going to take 
the honor to myself, I am going to say that I worked very hard, 
anyway. 

The Chairman. Mrs. Tucker, the committee thanks you sincerely 
for your statement. 

(Whereupon the committee adjourned.) 




















































PART 4 


PROPOSED CHANGES IN NATURALIZATION LAWS 

NATURALIZATION OF ALIENS WHO 
WAIVED EXEMPTION 

H. R. 9930 

Statement of HON. JOHN JACOB ROGERS 


OCTOBER 21, 1919 


















PROPOSED CHANGES IN NATURALIZATION LAWS. 


Committee on Immigration, 

House of Representatives, 

Tuesday , October 21,1910. 

The committee met at 11.15 o’clock a. m., Hon. Albert Johnson 
(chairman) presiding. 

The Chairman. The committee will be in order. Representative 
Rogers, of Massachusetts, has introduced a bill (II. R. 9930) to 
facilitate the naturalization of aliens who waived exemption under 
the selective service act or who were actually inducted into the mili¬ 
tary or naval service of the United States. The title in a large 
measure explains the bill, which reads: 

Be it enacted, etc., That any alien who waived exemption under the selective 
service act, or any alien who was actually inducted into the military or naval 
service of the United States, shall be permitted to acquire United States citi¬ 
zenship upon the terms and conditions prescribed for honorably discharged 
soldiers, sailors, and marines by the act entitled “An act to amend the naturali¬ 
zation laws and to repeal certain sections of the Revised Statutes of the 
United States and other laws relating to naturalization, and for other purposes,” 
approved May 9, 1918. 

Mr. Rogers is present, and we will be glad to hear him. 

STATEMENT OF HON. JOHN JACOB ROGERS, A REPRESENTATIVE 
IN CONGRESS FROM THE STATE OF MASSACHUSETTS. 

Mr. Rogers. This bill proposes to include within the provisions of 
the naturalization law of May 9, 1918, as extended, two classes of 
aliens who are not now within the terms of the law: First, those 
who, when they were called in the draft, waived exemption, which 
under the law they had a right as aliens to claim; second, those 
who were actually inducted into the military service of the United 
States, and who after they got to camp and were physically ex¬ 
amined at the camp, were turned back for physical reasons. 

My theory is that the acquisition of citizenship is a thing which 
should be encouraged in the case of aliens who have shown that they 
are willing to make a sacrifice for the country and who have shown 
that they have some appreciation of what our citizenship means. 
An alien who appeared under the draft and, with his privilege of 
claiming exemption from service known to him, nevertheless waived 
exemption, showed he was willing to fight for the flag and that he 
was willing to make a sacrifice for his adopted country. In my 
judgment, he showed that the citizenship of America meant to him 
something extremely important and desirable. And that man, it 
seems to me, represents a type which we ought to encourage to acquire 
citizenship. 


3 



4 


PROPOSED CHANGES IN NATURALIZATION LAWS. 


Mr. Box. These are men who did not actually perform military 
service, but who were ready to do it? 

Mr. Rogers. Precisely. In other words, in this great movement 
for Americanizing our alien population, we should look about for 
classes of men who have shown that they have the right stuff in 
them to make good American citizens. These men, it seems to me, 
are the finest possible citizenship material, because they have shown 
they are willing to fight for the United States. It might be added 
that they are better material than many of those who have been 
actually naturalized under the terms of the act of May 9, 1918, 
because many of the men who have been naturalized under that 
law (and I thoroughly approve of that law) were men who had 
been taken into the service against their will. 

The Chairman. Have you any figures at hand of the number 
likely to be affected by this measure? 

Mr. Rogers. It is exceedingly difficult to get any exact figure, but 
I have done what I could. You will remember, gentlement, that 
under the draft registrations of 1917 and of 1918, up to September 
12, all men who were 21 to 31 years of age, or who became 21 years 
of age after the passage of'the draft law, were enrolled. Then 
under the registration of September 12, 1918, the men between 18 
and 21 and the men between 31 and 45 were added to the draft. 

That last class was pretty generally unclassified at the time of the 
armistice, so that, generally speaking, the men who would be affected 
by this first part of my proposal will be the men who registered 
prior to September 12, 1918. 

There were 1,703,006 aliens who registered on June 5, 1917, and 
/ up to September 11, 1918. Roughly speaking, that includes the 21- 
to-31-year-old men. Of that number 414,389 were placed in class 1. 
In other words, of all the 21-to-31-year-old aliens, practically a 
quarter were placed in class 1, which means that they waived ex¬ 
emption on the ground of alienage and on all other grounds. There 
is your nucleus which will be affected by the terms of my proposal. 
A great many of those 414,000 men, perhaps a majority of them, 
who, as I say, were made class 1 aliens, later entered the Army and 
doubtless took advantage of the provisions of the act of May 9, 
1918, and its extension in the sundry civil act of this year. Thus, 
while it is impossible to give any exact computation, my impression 
is that fewer than 200,000 class 1 aliens would be made eligible for 
citizenship under the terms of the first half of this proposal. 

The number of men who would be taken care of under the second 
half of the proposal, namely, those men who were actually inducted 
into the military or naval service, but who were not honorably dis¬ 
charged from the service so as to be brought within the terms of 
the act of May 9, 1918, would be very much smaller. I find on 
page 420 of the second report of the Provost Marshal General a 
table which shows that there were 2,124,000 men inducted into the 
service and 172,000 men physically rejected at camp. Now, the 
percentage of aliens to total registrants was about one to five. So 
that is we take a fifth of that 172,000- 

Mr. Box. By aliens, do you mean those who had not been natural¬ 
ized at all? 

Mr. Rogers. Yes. 

9 



PROPOSED CHANGES IN NATURALIZATION LAWS. 


5 


Mr. Box. iSot foreign born simply but those who had not been 
naturalized ? 

Mr. Rogers. Yes. 

Mr. Box. One to five? 

Mr. Rogers. I can give you that exact percentage. It is 16.22. 
The total physical rejections at camp are 8 per cent of the total num¬ 
ber inducted into the service. And while I won’t take the committee 
through the mazes of the computation, my impression is that some¬ 
thing like 27,500 aliens were physically rejected at camp after in¬ 
duction. 

A man who is physically rejected at camp does not get an honor¬ 
able discharge. He gets what is known as an ordinary discharge. 
The act of May 9,1918, provides that only honorably discharged men 
shall be entitled to the benefits of that law. 

Mr. Welty. Your bill would include that class? 

Mr. Rogers. My bill would mean that all those men who had served 
in the military forces of the United States were entitled to acquire 
citizenship without the usual complications. 

Mr. Welty. Weren’t they, under the act passed by Congress? 

Mr. Rogers. They are not, because they are not honorably dis¬ 
charged. 

Mr. Welty. That is what I mean to include by honorable dis¬ 
charge. 

Mr. Vaile. These men are not dishonorably discharged, but they 
simply have an ordinary discharge. * 

Mr. Rogfrs. I want to say two things in that connection: First, 
that these men, after they were inducted into the military service, 
were, in all respects, members of the Military Establishment of the 
United States. I have here an order of induction into the military 
service of the United States, directing so and so to report to his 
local board for orders sending him to the mobilization camp. It 
states “ that after the time and hour set you will be a soldier in the 
military service of the United States.” Now those men, after they 
reported to their draft boards, at the time set, were soldiers in the 
military service under the direct ruling of The Adjutant General of 
the War Department. It might be a period of weeks and in some 
cases even months after they got to camp before they were given the 
physical examination. If you will pardon a personal reference, to 
my own case, after I went to camp it was four weeks before I was 
examined and finally accepted for the Army. So that there is no 
particular reason that I can see, in justice, why such a man should 
not be entitled to citizenship. We have already, in two respects, said 
that men of the type of those with whom I am dealing should be 
deemed regular soldiers; first, in the Sweet bill, an amendment to 
the war risk insurance act, which passed the House on the 13th of 
September, which provided that “ if after induction by the local 
draft board, but before being accepted and enrolled for active service, 
the person died or became disabled as a result of disease contracted 
or injury suffered in the line of duty, and not due to his own willful 
misconduct,” and so forth, “ he or those entitled thereto shall receive 
the benefits of compensation payable under article three.” 

Mr. Vaile. You will remember we had some discussion as to the 
time when he became a soldier. 


6 


PROPOSED CHANGES IN NATURALIZATION LAWS. 


The Chairman. I would be glad if you would put that order in 
full into the record. 

Mr. Rogers. Very well. 

(The order referred to is as follows) : 

ORDER OF INDUCTION INTO MILITARY SERVICE OF THE UNITED STATES. 

The President of the United States. 

To- (Christian name) - (surname). 

Order number-, serial number-. 

Greeting: Having submitted yourself to a local board composed of your neigh¬ 
bors for the purpose of determining the place and time in which you can best 
serve the United States in the present emergency, you are hereby notified that 
you have now been selected for immediate military service. 

You will, therefore, report to the local board named below at- (place 

of reporting) at- (hour of reporting) on the- day of-, 19-, 

for military duty. 

From and after the day and hour just named you will be a soldier in the 
military service of the United States. 


Member of Local Board for 

Report to local board for -. 


Date-. 

Mr. Rogers. In the bonus law, some one had this exact point very 
carefully in mind, and the language is quite interesting. When I 
refer to the “ bonus law,” I mean the act approved February 24, 1919, 
by which each soldier was given $60. And I want you to notice the 
language, if you please, gentlemen, of section 1406: 

That all persons serving in the military or naval forces of the United States 
during the present war who have since April 6, 1917, resigned or been discharged 
under honorable conditions (or, in the case of reservists, been placed on inactive 
duty) — 

And so forth— 

shall be paid, in addition to all other amounts due them in pursuance of law, 
$60 each. 

In other words, these men for whom I am concerned, the men who 
were inducted into the military service and physically rejected at 
camp after induction, have been recognized by Congress as being 
soldiers in the Military Establishment; they have been recognized by 
the War Department as being soldiers in the Military Establishment; 
they have been given the benefits of the war-risk insurance act; and 
they have been given the bonus at the hands of Congress. I submit 
that under those circumstances there is no reason why they should 
not be taken care of under the naturalization law. 

The Chairman. Were they placed in uniform at any time? 

Mr. Rogers. Oh, yes. 

Mr. V aile. Whether they were in uniform or not, they were sol¬ 
diers from the time they were ordered to> report? 

Mr. Welty. And could have been punished. 

Mr. Rogers. They were in all respects soldiers in the Military 
Establishment. 

Mr. Welty. Did the War Department consider that bonus as ap¬ 
plicable to this class of men? 

Mr. Rogers. \ es. The man who entered the military service and 
was later rejected at camp for physical disability—and, as I have 


















PROPOSED CHANGES IN NATURALIZATION LAWS. 


7 


said, there were 172,000 of such cases, or more—is given what is 
known as an ordinary discharge. It is not an honorable discharge 
in the technical sense of the word. “ Honorable discharge ” has a 
technical meaning, and such a man does not get an honorable dis¬ 
charge. But he gets what is sometimes known as an “ ordinary dis¬ 
charge ” and sometimes as “ a discharge from the draft.” It means 
the same thing in each case. It means he was a soldier at camp and 
fell down when he was physically examined -at camp. 

Mr. Kelly of Pennsylvania. I know two Slavic boys in my dis¬ 
trict who were ordered by the board to report, and they went to the 
station and entrained for camp, and they were there turned back. 
They were, under orders of the board, in the War Department, but 
they never got a discharge and never got a thing to show they had 
any connection with the war. 

Mr. Rogers. If those men reported for induction at the time and 
place they were ordered to report for induction, my contention is they 
were in all respects soldiers in the Military Establishment, even 
though their service was a very brief one. 

Mr. Box. Under the first class in your bill, if they waived exemp¬ 
tion. they would be entitled to citizenship under this act? 

Mr. Rogers. Yes. I want to say one additional thing. My bill 
provides, you will notice, that any alien who was actually inducted 
into the military or naval service of the United States shall be per¬ 
mitted to acquire United States citizenship. But there was a group 
of those aliens who went to camp validly, and after they went to 
camp there was an opportunity given to them then to claim a dis¬ 
charge on the very grounds of alienage. I do not think that those 
men who accepted that opportunity ought to be given the benefits of 
this act. 

Mr. Box. Have you taken care of that in this bill ? 

Mr. Rogers. I have not taken care of it. 

The Chairman. Certain men who were given the opportunity to 
claim exemption on the ground of alienage were forever barred from 
acquiring citizenship in the United States. 

Mr. Ivleczka. No; those were men who surrendered and withdrew 
their declaration of intention. 

Mr. Welty. They had to make a statement. 

The Chairman. The provision of the Army appropriation act of 
July 9, 1918, reads: 

Such draft as herein provided shall be based upon liability to military serv¬ 
ice of all male citizens or male persons not alien enemies who have declared 
their intention to become citizens, between the ages of 21 and 30 years, both in¬ 
clusive, and shall take place and be maintained under such regulations, etc.: 
Provided, That a citizen or subject of a country neutral in the present war who 
has declared his intention to become a citizen of the United States shall be re¬ 
lieved from liability to military service upon his making a declaration, in 
accordance with such regulations as the President may prescribe, withdrawing 
his intention to become a citizen of the United States. 

That, we will notice, applies to neutrals. 

Mr. White. Shall claim exemption on the ground of being an 
alien. It is only those who withdrew their declaration of intention. 

Mr. Welty. Have you that statement there that each one of those 
signed who withdrew his first papers? 


8 


PROPOSED CHANGES 


IN NATURAL!# AT ION LAWS. 


Mr. Rogers. No; I do not have that. 

Mr. Welty. The statement that those having the first papers 
signed ? 

Mr. Rogers. I think we are talking about two different things, Mr. 
Chairman. My suggestion is with reference to aliens who were 
actually inducted into the service, and then who, under a later ruling 
of the War Department, were given the opportunity to withdraw be¬ 
cause of alienage while they were at the camps. And on that point 
I should like to read from page 101 of the Provost Marshal General’s 
report, to which I have referred: 

Discharges in camp. On October 5, 1918, The Adjutant General of the Army 
called for reports from the different camps as to the number and names of 
aliens who desired discharge or were suitable for discharge. The reports thus 
far available cover only a single camp, but the proportions in the returns at 
hand are significant. Out of a total of 1,589 aliens in this camp in October, 
1918, only 289 asked for discharge when the opportunity was thus offered, or 
less than 20 per cent. Of these aliens 388 were technically enemy aliens, 
virtually all being either of Austro-Hungarian or Turkish allegiance; and 139, 
or a few more than 36 per cent, applied for discharge. Of the cobelligerent 
aliens, 1,006 in all, and compose^ almost entirely of British, Italian, and Rus¬ 
sian subjects, only 24 applied for discharge, or a little more than 2 per cent. 
Of the neutral aliens, 200 in all, 84 applied for discharge, or 42 per cent. These 
contrasts between the several groups showed such cleavage as we might expect. 
The general figures indicate how slight was the disposition of these alien groups 
to withdraw from the opportunity of taking arms against the world foe. 

Now, gentlemen, my bill as it stands would include those 289 out 
of a total of 1,589 who asked for discharge when the opportunity 
presented itself. I do not think those men ought to have the op¬ 
portunity and I am frank to say that when I drew this bill I had 
not that situation in mind. If the committee agrees with me, I 
should suggest the addition of the following language or something 
like it at the end of the bill: 

Provided, however, That any alien who, having waived exemption, or who, 
having been inducted, later claimed and obtained exemption or discharge on 
the grounds of alienage, shall not be permitted to acquire citizenship under 
the terms of this act. 

Mr. Wilson. You offer that as an amendment to your bill? 

Mr. Rogers. Yes. 

Mr. Welty. Would that cover the situation as set out on page 101 
of the Provost Marshal General’s report? 

Mr. Rogers. I think so. 

Mr. Kleczka. Would that forever bar him ? 

Mr. Rogers. The way I have framed it means that he shall not 
be permitted to acquire citizenship under the terms of this act. 

Mr. Wilson. That means he would have to take some ’formal 
action ? 

The Chairman. You spoke of the number. The report you read 
refers to only one camp ? 

Mr. Rogers. Yes. 

Mr. Wilson. It is assumed the same conditions would prevail in 
the other camps ? 

Mr. Rogers. Y es. It is rather extraordinary to find that of the 
cobelligerents, only 2 per cent claimed exemption when they had the 
opportunity. I presume that is due, in part, to the fact that some of 
them realize that under our treaties they would have to go into 
some other army if they did not stay in ours. 


PROPOSED CHANGES IN NATURALIZATION LAWS. 


9 


Mr. Wilson. Under the alien slacker bill, they had the choice of 
serving in the American Army or their own army, and that was 
passed long prior to October 5. 

The Chairman. It was not passed. It was reported out of this 
committee. 

Mr. Wilson. We passed it. 

Mr. Welty. It was passed in the House, but failed in the Senate. 

Mr. Rogers. Somebody asked a moment ago about the total number 
of registrants and the total number of aliens who registered. There 
were 23,908,576 registrants in all. 

The Chairman. How many? 

Mr. Rogers. Practically 24,000,000. 

The Chairman. Now, if you will look on page 31 of the book 
from which you are reading, the second report of the Provost Mar¬ 
shal General, vou will find the total registration figure placed at 
24,234,021. 

Mr. Rogers. There seems to be a disparity there. I am reading 
from the table on page 398; but the figures are not very different. 

The Chairman. There is a little disparity. In using these figures 
I have been going on the theory that the chapter in the second re¬ 
port of the Provost Marshal General, entitled “ Registration,” is a 
summary of all others and it probably covers the most correct 
figures. 

Mr. Welty. On what page do you mean? 

The Chairman. On page 31, where it says the total number of 
persons registered in all three registrations was 24,234,021. Then by 
the time he gets down to discussing aliens, on page 89, he puts the 
total of aliens and citizens registered, July 5, 1917, to September 12. 
1918, at 23,908,576. 

Mr. Rogers. Those are the same figures I read. And the total 
number of aliens out of that number was 3,877,083. In other words, 
there were practically 24,000,000 registrants and nearly one-sixth of 
them were aliens. 

I think that is all I care to say, Mr. Chairman. 

Mr. Kleczka. Don’t you think we ought to have the figures of 
those placed in class one of the declarants and nondeclarants? 

Mr. Rogers. I read that before you came in, Mr. Kleczka. I can 
say in a nutshell that there were 414,389 aliens placed in class one 
under the draft up to but not including the draft of September 12, 
1918. 

Mr. Wilson. Then you would suggest that amendment to this bill ? 

Mr. Rogers. The amendment that I read to the committee a mo¬ 
ment ago? 

Mr. Wilson. Yes. 

Mr. Rogers. It seems to me that is desirable. I do not think we 
ought to give these unusual privileges to men who sneaked out of the 
service because they were foreigners. 

The Chairman. Are you able to find any figures showing one class 
who secured exemption by withdrawing their first papers ahead of 
this amendment to the appropriation bill of.July.9, 1918—that is, 
men who voluntarily withdrew their first papers in order to avoid 
the draft—and then another class who were affected by this amend¬ 
ment, but had their papers withdrawn by the United States Govern¬ 
ment: that is, neutrals who claimed exemption because they were 


10 PROPOSED CHANGES IN NATURALIZATION LAWS. 

aliens, and were forever barred from becoming* citizens of the United 
States—that would be a second class—and now, then, a third class, 
the aliens generally, either with or without first papers ? 

Mr. Rogers. With or without first papers is the class I referred to. 

The Chairman. Who waived exemption and were placed in a de¬ 
ferred classification? Apparently there are three classes. 

Mr. Rogers. I think there are. The policy of discharging these 
men at the camps, after they had been validly taken into the military 
service as far as the machinery of the service went, I think arose from 
representations of the State Department to the War Department. It 
was found there was a good deal of protest against the keeping of 
those men in camp on the part of the foreign governments affected. 
The State Department thought the simpler way was to have the War 
Department discharge them after entering the camp; and that was 
very frequently done, as shown in the cases to which I have referred 

Mr. Kleczka. In all those cases, which were upon application of 
the representative of the country making the claim, they were left 
the option to enlist again ? 

Mr. Rogers. My understanding was you had to have a request on 
the part of the soldier and on the part of his government as well; 
that both things had to concur. 

Mr. White. Mr. Rogers, after the order went into effect, you know, 
or pursuant to the law, as the case might have been, that the alien 
could claim exemption on the ground of being an alien, there were 
no more aliens taken into the camp. They had to claim that exemp¬ 
tion before the draft board, as I understand it, and this order allowed 
them to claim exemption after they were in camp, they were the aliens 
in there before the order had taken effect, who had been drawn and 
that order was made effective and was coincident with the law that 
allowed all aliens to claim exemption. Is that the case ? 

Mr. Rogers. That is exactly my understanding of it. 

Mr. White. That is mine. 

The Chairman. Let us see if your bill affects this class mentioned 
in a statement here from The Adjutant General under date of Octo¬ 
ber 18, 1919, in which he says: 

After the amendment of July 9, 1918, to the selective-service act there still 
remained the cases of Turks, Bulgarians, and Russians who were not entitled to 
the benefits of the act referred to, not being citizens or subjects of countries 
neutral in the present war. 

Relief was afforded these cases under the following instructions issued De¬ 
cember 24, 1918, in the cases of Bulgarians and Turks: 

“ 1- For the purpose of the administration of the draft act, subjects of Tur¬ 
key and Bulgaria will be treated as though they were alien enemies. 

“ 2. Such of these men now in the Army who do not desire to continue in the 
service of the United States will be discharged.” 

Would your bill cover that? 

Mr. Rogers. My amendment would include those men. And I 
understand the extract from the Provost Marshal General’s report 
which I read to the committee had in mind exactly those cases. 

The Chairman. Now, then, the following instructions were issued 
concerning Russians- 

Mr. White. Just a word there, Mr. Chairman. Do I understand 
you, Mr. Rogers, to say it would include those or exclude those who 
left the Army because they were permitted to do so; but would in¬ 
clude those who remained in the Army, these Bulgarians and Turks? 



PROPOSED CHANGES IN NATURALIZATION LAWS. 11 

Mr. Rogers. Yes; I think my proposal would include those who 
stayed on in the Army. 

Mr. White. Even though they were in that class? 

Mr. Rogers. Even though they were in the alien-enemy class. 

The Chairman. The fundamental principle of the whole thing 
being that the men who stayed in the Army of the United States 
with the intention of fighting for the United States were entitled to 
citizenship? 

Mr. Rogers. That sums it up in a nutshell. 

The Chairman. Here is the order of the War Department pertain¬ 
ing to Russians, in the bulletin issued November 14, 1918: 

Neutral alien nondeclarants will be discharged upon their own request. For 
the purposes of these instructions Russia will he considered neutral. 

Mr. Keeczka. That was after the signing of the armistice. 

The Chairman. Yes; that was after the signing of the armistice. 

Mr. Knutson. They issued orders just as though they were still 
at war and as if the draft were in full effect. It was technically, 
but we were not going to have any more drafts after the signing of 
the armistice. 

Mr. Rogers. I am very much obliged to you, Mr. Chairman. 

(The committee thereupon proceeded to other business.) 










t 


























































































































































































































PART 5 

PROPOSED CHANGES IN NATURALIZATION LAWS 

SUBSTITUTION OF QUALIFIED 
WITNESSES. ETC. • 

H. R. 9314 

Statement of HON. EDWARD VOIGHT 

OCTOBER 13, 1919 


S 



































PROPOSED CHANGES IN NATURALIZATION LAWS. 


Committee on Immigration and Naturalization, 

House of Representatives, 

Washington, D. C., October 13 , 1919. 

The committee assembled at 10.30 o’clock a. m., Hon. Albert John¬ 
son (chairman) presiding. 

The Chairman. We will hear this morning Representative Voigt, 
who has introduced two bills, II. R. 9037 and H. R. 9314. Which 
one do you wish to be heard on, Mr. Voigt? 

STATEMENT OF HON. EDWARD VOIGT, A REPRESENTATIVE IN 
CONGRESS FROM THE STATE OF WISCONSIN. 

Mr. Voigt. H. R. 9037 may be disregarded; I will make a state¬ 
ment on that in a few moments. 

Mr. Chairman and gentlemen of the committee, I introduced H. R. 
9037, but you will find that the provision of H. R. 9037 is reincor¬ 
porated in H. R. 9314; so I will ask you to kindly disregard H. R. 
9037. 

Now, gentlemen, if you will bear with me a few minutes, I will 
take this bill (PI. R. 9314) up section by section. 

Beginning at page 1, line 7, there has been incorporated an 
amendment. The effect of the amendment is to do away with the 
so-called “ certificate of arrival.” An applicant for citizenship now 
must make a part of his declaration of intention in the certificate 
of arrival, showing on what steamer and at what time he reached this 
country. 

The Bureau of Naturalization claims that this is a useless pro¬ 
cedure. And this part of the bill is not my own idea. I went over 
to the department and talked matters over with Mr. Crist, of the 
bureau. 

The Chairman. Which section of the bill is that? 

Mr. Voigt. That is the first amendment that is offered in the bill, 
beginning in line 7. 

Sir. Sabath. That section proposes to strike that out? 

Mr. Voigt. It proposes to strike that out; but if you will turn 
to the next page of the bill you will find something substituted for it. 

The Chairman. Section 1 of the bill (PI. R. 9314) reads as fol¬ 
lows : 

At the time of filing his petition there shall be filed with the clerk of the 
court a certificate from the Department of Labor, if the petitioner arrives in 
the United States after the passage of this Act, stating the date, place, and 
manner of his arrival in the United States, and the declaration of intention of 
such petitioner, which certificate and declaration shall be attached to and 
made a part of said petition ” and substituting therefor the following: “ At the 
time of filing his petition there shall be filed with the clerk of the court the 
declaration of intention of such petitioner, which shall be attached to and 
made a part of said petition. 

Mr. Voigt (interposing). I will ask you, Mr. Chairman, to stop 
there at line 5, page 2. 

15011G—19-6 3 



4 


PROPOSED CHANGES IN NATURALIZATION LAWS. 


You will notice that that amendment simply provides for striking 
out the provision of the present naturalization law, which provides 
that at the time Of filing the petition for naturalization the applicant 
shall file this so-called certificate of arrival. 

The fact of the matter is that the applicants are never in posses¬ 
sion of that certificate, and it puts a lot of labor and trouble on the 
Bureau of Naturalization. If a man now files a petition for natu¬ 
ralization, of course, the bureau is notified, and the bureau has got 
to go to the trouble of getting it up;/ or when he intends to file a 
petition, rather, the bureau goes to the trouble of procuring that 
certificate for the applicant. 

Mr. Box. Your measure would still leave the record in such shape 
that the bureau could find the certificate of his arrival if it is among 
its records? 

Mr. Voigt. Yes; if it desired to do so. Well, as I say, the striking 
out of that provision is desired by the bureau. I suppose you intend 
to call Mr. Crist, Mr. Chairman ? 

The Chairman. Yes. 

Mr. Voigt. Then Mr. Crist will explain that feature of the bill 
further to you gentlemen. 

The Chairman. If that is stricken out, you intend to put in place 
of it what is now section 3 of this bill; is that correct? 

Mr. Voigt. No. 

Mr. Sabath. No; just that part in lines 2 to 5, page 2. 

Mr. V oiGT. You see, here is the gist of the thing: At the present 
time, when a man files a petition for naturalization, he files with that 
petition the certificate of arrival; that is, showing on what steamer 
and at what time he arrived in this country; and he also attaches to 
the petition his co-called first papers^ or declaration of intention. In 
other words, there are two exhibits attached to the petition for natu¬ 
ralization. This amendment proposes to do away with one of those 
exhibits. 

Mr. Wilson. The first one? 

Mr. Voigt. The certificate of arrival. 

Mr. Box. And substitutes in place of it a copy of his original dec¬ 
laration of intention? 

Mr. Voigt. No; it does not substitute that; the law now requires 
those two things, and this amendment simply does away with filing 
the certificate of arrival. 

The Chairman. It does not add any new requirement? 

Mr. Voigt. No. 

Mr. Box. Well, it says that it substitutes some new thing. 

Mr. Voigt. The language is simply reframed by striking out the 
requirement calling for these two things; and it substitutes language 
requiring only the original declaration of intention. 

Mr. Welty. Why was that requirement ever placed in the original 
act, as to the date and place and manner of the applicant’s arrival? 
What difference would it make whether he flew over here or swam 
over here? 

Mr. Sabath. It was put in for the purpose of ascertaining whether 
the people reached here legally or not. 

Mr. Wilson. They put the affirmative proof upon the alien. 

Mr. Sabath. Yes; it was done for that purpose—to show that they 
landed here legally. 



PROPOSED CHANGES IN NATURALIZATION LAWS. 


5 


Mr. Voigt. 1 ou see a man might come to this country as a stow¬ 
away and get off the ship without passing through the immigration 
authorities at New York or elsewhere; and he would find himself 
in this country when he had not come in legally. I suppose it was 
to avoid that situation that that requirement was put in there; but 
I suppose that he Bureau intends that if that requirement is done 
away with, they will simply look up certain records to ascertain 
whether the man actually did come in legally. 

Mr. Box. They do ask that question in the investigation. 

Mr. Voigt. Yes; they do ask that question in the investigation. 
I suppose the bureau intends to investigate the matter without hav¬ 
ing the applicant procure a certified copy of that record. 

Now, going to page 2, line 6, that is an amendment to the seventh 
subdivision of section 4 of the act of June 29, 1906, as follows: 

That the seventh subdivision of section 4 of said act be amended by striking 
out the colon at the end of the first proviso and inserting the following: “in 
those States where the declaration of intention entitles the holder to the elec¬ 
tive franchise, and no declaration of intention heretofore filed in disregard of 
is proviso shall be held invalid for such cause.” 

Mr. Box. Now, please give us the effect of that? 

Mr. Voigt. If you have a copy of the naturalization law, you may 
refer to page 8. Two-thirds of the way down the page you will find 
the first proviso, as follows: 

Provided, That it shall not be lawful to make a declaration of intention 
before the clerk of any court on election day or during the period of 30 days 
preceding the day of holding any election in the jurisdiction of the court. 

Mr. Welty. You propose to strike out the colon before that pro¬ 
viso? 

Mr. Voigt. No; at the end of that proviso. It says strike out the 
colon at the end of the first proviso and insert; in other words, this 
language is added to the first proviso. 

Now, I should like to make a short statement as to that. 

The Chairman. Before you do so, let us get the whole provision in 
the record as it would read under your amendment. The present 
proviso, as amended, would read: 

Provided, That it shall not be lawful to make a declaration of intention 
before the clerk of any court on election day or during the period of 80 days 
preceding the day of holding any election in the jurisdiction of the court in 
those States where the declaration of intention entitles the holder to the 
elective franchise, and no declaration of intention heretofore filed in disregard 
of this proviso shall be held invalid for such cause. 

Mr. Voigt. I introduced that as the first bill (H. It. 9037), which 
I have asked you to disregard, as I have inserted it in this bill (H. 
B. 9314). 

I introduced this amendment in response to a letter that I re¬ 
ceived from the clerk of the circuit court of my home county. He 
said that in the month of March, 1919, he had filed 290 declarations 
of intention. You will notice that the word “election” is used in 
this proviso; it says that it shall not be lawful to make a declaration 
“ on election day ” or within 30 days preceding the day of holding 
“ any election.” 

In another part of the naturalization law, the words “general 
election” are used; that is, certain things can not be done within 
30 days of a “ general election.” This proviso uses only the word 


6 


PROPOSED CHANGES IN NATURALIZATION LAWS. 


41 election.” The legal authority of the Bureau of Naturalization 
has held that the word “ election ” here means any election whatever. 

In my home city of Sheboygan, Wis., we have an annual spring 
election in the month of April, for the election of aldermen, which 
is a minor election; and every two years we elect a mayor. Then, 
on the 2d and 3d of September of this year, we had a referendum 
election in the State of Wisconsin, to determine whether the State 
should pay a bonus to the soldiers, which, I might say, was carried 
by a large vote. The bureau has held that that also is an election 
within the meaning of this law. 

The clerks of court in my State are under the impression that the 
word “ election ” in this proviso of the law refers to the general 
November election; that is, when the State officers and county offi¬ 
cers are elected. So that it is mv opinion that there are thousands 
and thousands of declarations which have been taken out in all parts 
of this country which are void under this proviso; and I do not 
think that Congress ever intended that the word “ election ” in the 
proviso should mean some minor city election, or some referendum 
election. I think the idea was to prevent the taking out of first 
papers within 30 days of an approaching general election. 

Mr. Welty. Would you use the words “general election,” then? 

Mr. Voigt. Let me explain that a little further. You see, the 
amendment that I have offered here provides that the 30-day period 
shall not count at all, except in a State where the declaration of in¬ 
tention entitles a man to vote. You know, up to some years ago a 
great many States permitted a man to vote when he merely took out 
liis so-called first papers. My State of Wisconsin permitted that up 
to 1910, and then we amended the State constitution so as to provide 
that a man should need the full citizenship papers in order to vote. 

You will notice that this proviso as it stands now is entirely super¬ 
fluous in a State like mine, because the object of the proviso is to 
prevent a man from going to the clerk and getting his first papers 
and then voting- 

Mr. Box (interposing). On that day, or within 30 days there¬ 
after ? 

Mr. Voigt. Yes; on that day or within 30 days thereafter. In 
former days, it was customary in some parts of the country to get 
a lot of foreigners and take them to the clerk’s office in hordes and 
then voting them. Mr. Crist told me that now there are only three 
or four States in the entire country that permit that. 

Mr. Welty. I think Texas is one. 

Mr. Box. Texas has changed. 

Mr. Wilson. In your State he must be fully naturalized before he 
can vote? 

Mr. Voigt. Yes. 

Mr. Wilson. The object of this amendment in those cases to which 
you refer, in your State, would be rather to make those filings valid, 
so that a man could go on and complete his citizenship. Is that the 
point ? 

Mr. V oigt. No. Under the law as it now stands, a man who took 
out his first papers within 30 days of any election—any city election, 
for example- 

Mr. Sabatil (interposing). The law makes it void? 

Mr. Voigt. Makes liis paper void. 



PROPOSED CHANGES IN NATURALIZATION LAWS. 7 

Mr. Wilson. Well, I say the object of this part of your bill is to 
validate them? 

Mr. Voigt. Yes. 

Mr. Wilson. And then he proceeds to become a citizen? 

Mr. Voigt. Yes. Then there is a further object of the amend¬ 
ment. One is what you say, to validate the declarations which have 
heretofore been taken out. * 

The other object, as you will notice upon reading the amendment, 
is to make this proviso void except in those States where a man can 
vote on the first papers. 

Mr. Wilson. That is, to make the proviso void except where he 
could do this for political purposes? 

Mr. V oigt. Where he could vote on his first papers. 

Mr. Welty. Why, this Federal Government recognizes that such a 
person could vote—there seems to be a sentiment prevailing that a 
man should not until he had acquired his full citizenship. 

Mr. Voigt. You will remember that there is a clause in the Fed¬ 
eral Constitution defining the right to the ballot; and my recollec¬ 
tion of it is that it provides that men shall be entitled to vote for 
Representatives in Congress who are~entitled to vote in their respec¬ 
tive States for members of the most numerous branch of the State 
legislature. 

Mr. Box. That is correct. 

Mr. Voigt. So, then, my State of Wisconsin, for instance, and most 
other States, passed laws which provided that any man who took out 
his declaration of intention should be entitled to vote in that State. 
That, of course, under the Federal Constitution, entitled him to vote 
for Members of Congress. So that the Federal Government was 
powerless to remedy that situation, unless you changed the Con¬ 
stitution. 

The Chairman. Let me clear up just one point. It seems to me 
that this amendment was designed to cure past cases? 

Mr. Voigt. Yes. 

The Chairman. Does it cure past cases? 

Mr. Voigt. Yes. For instance, as I say, the clerk of court in my 
home city wrote me that in March of this year he had filed 290 dec¬ 
larations; and I have no doubt thousands of them were filed in the 
State of Wisconsin- 

The Chairman (interposing). Now, let us see. They have the 
declaration of intention that was filed during the period prohibited? 

Mr. Voigt. Yes. 

The Chairman. If there is no law enacted of any kind they will 
go along, and unless there is some objection raised in some way they 
will be given citizenship at some time? 

Mr. Sabatli. If it were not for the department here. The depart¬ 
ment here says that they have been invalidated. 

Mr. Box. They are subject to be invalidated, if they discover it. 

The Chairman. Well, how do these words cure that ? 

Mr. Voigt. You will notice, if you will begin to read in line 8, 
page 2, that the proviso by this amendment is limited to those States 
where the declaration of intention entitles the holder to the elective 
franchise. That is one of the purposes of the amendment. It then 
provides— 

And no declaration of intention heretofore filed in disregard of this proviso 
shall be held invalid for such cause. 



8 


PROPOSED CHANGES IN NATURALIZATION LAWS. 


The Chairman. Yes; 1 overlooked that clause. 

Mr. Voigt. That is to cure those cases. So that I think, gentle¬ 
men, that this proviso of the law should only be kept in effect in 
those States where a man can vote on his first papers. For instance, 
where a man has to be a citizen before he can vote, he might go to 
the clerk of the court within 30 days preceding the election and 
make out a declaration of intention. That would not enable him to 
vote. So that there is no use to restrain him from doing that in 
those States. 

Mr. Sabath. Pardon me. And if your amendment is acted upon 
favorably and enacted into law it will not give those people any spe¬ 
cial advantage, because they can not vote anyAvliere until they are 
made citizens. 

Mr. Voigt. That is correct. 

The Chairman. All right; you may proceed. 

Mr. Voigt. I have the letter from the clerk of my court, but I 
do not think it would be necessary to insert it in the record. 

The Chairman. No; I think that is clear. 

Mr. Voigt. Now, as to the amendment to section 4 of the act of 
June 29, 1906- 

The Chairman (interposing). That is section 2 of your bill, which 
reads as follows: 

Sec. 2. That the following subdivision added to section 4 of said Act: 

“ Fourteenth: Where either or both of the original subscribing witnesses 
to a petition for naturalization, or those giving evidence by deposition in 
support thereof, shall be found to be disqualified or incompetent to establish 
the proof of residence, good moral character, or other evidence required by 
law, the petitioner may substitute other qualified and competent witnesses at, 
or prior to, the final hearing. The hearing of the petition may be continued 
for this purpose and the names of the substituted witnesses may be ordered 
publicly posted in the discretion of the court if such posting shall be deemed 
necessary. Any petition for naturalization may be amended to correct mani¬ 
fest errors appearing therein and made in good faith. Any averment required 
to be made in the declaration of intention that may be shown to have been 
made erroneously, but with no intention to violate or evade the requirements 
of the naturalization law, may be corrected by order of the court in which 
the declaration was filed, or by the court in which it is presented as a basis 
for a petition for naturalization. The order of the court by which either of 
these instruments is amended shall be entered either upon the record of the 
declaration of intention or upon the naturalization docket at the time of the 
admission of the applicant to citizenship.” 

Mr. Welty. Where does that come in? 

Mr. Voigt. It will be added on page 11 of the pamphlet “ Naturali¬ 
zation Laws and Regulations,” edition of May 15, 1918; at the end 
of the first paragraph on page 11. 

Mr. Welty. Section 6? 

Mr. Voigt. No; immediately preceding section 5 of the Naturaliza¬ 
tion law. You will see beginning on page 10 the thirteenth sub¬ 
division. This proposes to add a fourteenth subdivision of section 4. 

This amendment was suggested by Mr. Crist of the Bureau of Nat¬ 
uralization. I submitted it to my home judge, the circuit judge back 
home, who looks after naturalization matters ; and he wrote me that 
he considered it a very valuable amendment. 

I on will notice that it starts out by saying that where either or 
both of the original subscribing witnesses to a petition are found 
disqualified—the bureau, for instance, finds cases like this: When 



PROPOSED CHANGES IN NATURALIZATION LAWS. 


9 


a man makes application for citizenship, for the final papers, he 
must have two men accompany him to the office of the clerk of the 
court; and they must make oath, by subscribing his petition, to the 
effect that they have known him for five years; that he is a man of 
good, moral character, etc. 

Now, it has happened in a great many cases that a man will ask 
a neighbor to go with him and sign for him; and at the hearing it 
turns out that one of the signers is not a citizen himself. I do not 
know whether you gentlemen have the same experience that we have 
in my part of the country. 

* There are a great many people in my section of the country who, 
in good faith, think they are citizens of the United States when, as 
a matter of fact, they are not. Now, that class of men—I have 
known personally of this occurring in our court—will go and sign 
for somebody, and at the hearing it will develop that one of the 
signers is not a citizen himself. That means that the entire petition 
is thrown out. 

The Chairman. Let me ask you this: Has not your State adopted 
laws to reach persons of that kind who proceeded to naturalization? 
The} 7 have been voting them, have they not? 

Mr. Voigt. Yes. 

Mr. Sabath. It was for that very reason, Mr. Chairman, that I 
.have insisted upon the amendment to make it possible for such men 
who were under the impression that they were citizens and found 
that, due to technicalities or for some unknown reasons, there was 
a question as to their citizenship to go and apply to the court with¬ 
out filing a declaration of intention and affidavit and obtain a final 
hearing and be naturalized without filing the original declaration 
of intention. But I am told that some of the courts are again con¬ 
struing it very technically and the relief which we have aimed to 
give those people in those cases again has failed. So that it will 
be necessary to further amend that provision. We original^ passed 
that act in 1906 and amended it about a year ago. 

Mr. Voigt. I have an amendment in mind, but I did not put it in 
this bill, Mr. Sabath. 

Mr. 'Sabath. If you will permit me, there are also some of these 
cases where one of the witnesses dies or removes from the county, 
and in either of those cases the original declaration of intention 
becomes invalid and the applicant can not proceed. 

Mr. Voigt. Yes; he has to start all over again. 

Now, this amendment provides, in case one of the witnesses is in¬ 
competent or disqualified, or both, the man may, with the concur¬ 
rence of the examiner for the Bureau of Naturalization, call in a 
new witness and substitute him. 

I think that is a good provision. It does not appear to be so 
valuable to a man sitting in an office in a city, but when you consider 
that in some cases men travel 30 or 40 miles—and T suppose in Texas 
they travel 100 miles—to a court to be naturalized you will see that 
when you throw out a man’s petition in those sections it means that 
he and one or two other men have to travel back home, and the 
applicant must retravel to the clerk’s office with two more men, and 
they must travel with him once more at the final hearing. 

The Chairman. And there is a time limit in each case? 

Mr. Voigt. Yes. 


10 


PROPOSED CHANGES IN NATURALIZATION LAWS. 


Mr. Sabath. And it means new fees? 

Mr. Voigt. It means new fees, and not less than 00 days’ notice to 
the Bureau of Naturalization. 

Mr. Yoigt. So that I believe this is a good amendment. 

The Chairman. How would it work in cities—like New York City, 
for instance? 

Mr. Voigt. It would work in New York City like it would work 
anywhere else. 

The Chairman. Would it result in the bringing in unexpectedly 
of improper witnesses? 

Mr. Voigt. No. You see, it is provided in line 20 that— 

The hearing of the petition may he continued for this purpose and the names 
of the substituted witnesses may be ordered publicly posted, in the discretion 
of the court, if such posting shall be deemed necessary. 

Mr. Wn jSOn. In other words, if the courts are not thoroughly 
satisfied as to the good faith of these proceedings? 

Mr. Voigt. The court orders an adjournment. You will remem¬ 
ber that now at every naturalization proceeding a representative 
of the bureau is present and takes part. If he is not satisfied, he 
. can take proper measures; he is the attorney representing the Gov¬ 
ernment in the proceeding. 

The Chairman. Let me ask you another question as to which I 
am not clear. Members of Congress from Colorado and from other 
States of large area, have said something to me about the necessity 
of amending the law with regard to the witnesses being residents, as 
I remember it. 

Mr. Voigt. I have taken care of that in another part of this bill. 

The Chairman. If you have taken care of that in another part 
of your bill, there is more good meat in it. 

Mr. Voigt. Yes. I want to say that in every case the Govern¬ 
ment is now represented by an attorney; and if a witness is sub¬ 
stituted and the attorney for the Government had the slightest 
doubt he could ask for an adjournment, and if necessary, the post¬ 
ing of this man’s name, and it could be investigated. 

Now, getting down to line 24, page two, that provides that a peti¬ 
tion may be amended to correct manifest errors; that is, any im¬ 
material error. 

Mr. Box. I presume that carries with it the implication of the 
approval of the court? 

Mr. Voigt. Certainly; the amendment must be made by order of 
the court. The object of it is simply to allow a pleading to be 
amended in court. 

Mr. Sabath. That is provided on page 3? 

Mr. Voigt. At the top of page 3 it is provided that—“Any aver¬ 
ment required to be made in the declaration of intention that may 
be shown to have been made erroneously,” etc., may be amended at 
the hearing of the petition for naturalization. 

You will find a good many cases where a man renounces his alle¬ 
giance to a certain government, or a certain sovereign, and it turns 
out at the hearing of the petition that he made the wrong renuncia¬ 
tion. It is pretty hard for some of us in this country to understand 
that; but it takes place. You know in those small countries like 
Serbia, Montenegro, etc., a man will live near the boundary line, 
and he is not able to read or write; and he may be a man who used 


PROPOSED CHANGES IN NATURALIZATION LAWS. 


11 


to live in Montenegro, but speaks the Serbian language. He con¬ 
siders himself a Serb, when, as a matter of fact, he lived in another 
country. Or he may be a Serbian living actually in Russia, and he 
comes to this country and talks the Serbian language, and he re¬ 
nounces his allegiance to the King of Serbia. It turns out at the 
final hearing that he actually was a Russian subject. That, under 
the present law voids that man’s first papers and compels him to 
file a new declaration and wait two years more before he becomes a 
citizen. 

Mr. Wilson. Well, is it not very likely, under the present change 
of lines over there, if you permit those people to continue to come 
here, that that will be a very common thing in the future? 

Mr. Sabath. Pardon me, but I believe that is what Mr. Crist 
had in mind. A great many people here in the United States 
who have filed declarations of intention have renounced allegiance 
to the Austrian Government. Well, they have their own separate 
governments now, the Czeclio-Slovak, the Polish, the Jugo-Slavic, 
etc. They are not now subjects of Austria, but citizens of Czecho¬ 
slovakia, or Poland, or Jugo-Slavonia; and consequently their pe¬ 
titions must be amended. 

Mr. Wilson. Yes; and a man who had renounced his allegiance 
to Emperor William would have another renunciation coming to 
him, would lie not? 

Mr. Sabath. Yes—or one who had renounced to the Czar of 
Russia—the whole gamut of them. 

Mr. Voigt. I think that, in view of the situation that exists in 
Europe now, the safe thing would be for the naturalization law to 
require a general renunciation; that is- 

Mr. Box (interposing). Well, is that not in the form now? 

The Chairman. Yes; except that it reads, “and particularly to” 
whatever country or sovereign it may be. 

Mr. Voigt. I am told that, although it is now in the law, some 
courts throw out the petition unless the renunciation is made to the 
particular sovereign. 

It is provided in the amendment that the order of the court 
which amends the first papers or declaration may be entered either 
upon the declaration of intention or upon the record of the natural¬ 
ization proceeding. # . . 

For instance, suppose a man took out his declaration of intention 
in Boston, and then moved to Seattle; he is naturalized in Seattle; 
and at the final hearing there it is discovered that the renunciation 
in his declaration of intention was wrong. Unless you permit the 
court at the final hearing to make that amendment, you will drive 
that man clear back to Boston to make the amendment. If he 
still resides in Boston, lie could apply to the court there and have 
the declaration of intention amended by that court. So that I 

think that is the proper proceeding. 

Of course, the Bureau of Naturalization would in every case 
have knowledge of the fact, and if the bureau desired it. could send 
some form of notification to the clerk where the declaration of in¬ 
tention was filed, and he could make some entry there. > 

Mr. Box. I think your bill, in a former provision, requires that 

this declaration be made part of this petition? 



12 


PROPOSED CHANGES IN NATURALIZATION LAWS. 


Mr. Voigt. Yes. 

Mr. Box. So that it would be before the court anyhow ? 

Mr. Voigt. It would be before the court anyhow, where the final 
application was heard. 

Mr. Box. That is what I mean. 

Mr. Voigt. Yes. If there is no further question, I will proceed. 

The Chairman. Just a minute. We will put in the record section 3 
of your bill. 

Sec. 3. That the following subdivision is hereby added to section 4 of said 
act: 

“ Fifteenth. The clerk of any court having possession of naturalization rec¬ 
ords, or the Commissioner of Naturalization, may, upon payment of a fee of 
$1, issue to any person deriving his citizenship through the naturalization of, 
or conferring of citizenship upon, a parent or husband, a certificate of such 
citizenship. Such certificate shall be in such form and issued under such rules 
and regulations as the Secretary of Labor may prescribe. Such fees shall be 
accounted for as provided for in section 13 of this act.” 

Mr. Voigt. That provision is put in at the request of Mr. Crist. 
We have cases where the children are naturalized by the naturali¬ 
zation of the father, or the stepfather; and the office has a great many 
requests for some form of certificate which will show these children 
when they become of age that they have been naturalized. For in¬ 
stance, take the case of a man coming to this country with four or 
five children. He is naturalized, and by his naturalization, of course, 
all his children under the age of 21 years are also naturalized. 

Mr. Box. You say that applies to the stepchildren also? 

Mr. Voigt. Yes. I had a case of that kind that I was interested 
in myself some time ago, where an Austrian was naturalized in my 
home city. And he had married a widow who had a son about 18 
years old; that is my recollection. They wrote to me to find out 
whether this son was naturalized by the naturalization of the step¬ 
father. I wrote them back that I thought he was not; I thought it 
would have to be his natural child; but I wrote to the bureau and 
the bureau referred me to a decision of one of the Federal courts 
which held that the stepchild was naturalized by the naturalization 
of the stepfather. So that this takes care of that. 

Mr. Sabath. But they must not be over 18 years of age when the 
father secures his naturalization; if they should be over 18 they 
would not be included; you stated 21; it is 18. 

Mr. Voigt. Then I was mistaken; I thought it was 21. This boy 
was within the age anyhow. This happened a couple of years ago. 

Beferring again to the case of a man coming to this country with 
four or five minor children, when he is naturalized, of course, the 
children become citizens through his naturalization. Those chil¬ 
dren spread, possibly, to all parts of the country and reside there 
and get married, and they are asked, at times, to produce proof of 
their citizenship, and they are unable to do so, except by getting a 
certified copy of the naturalization record of the father and then 
furnishing extraneous proof to show that they are the children of 
that man. 

This amendment takes care of that by providing that the clerk of 
the conrt or the Commissioner of Naturalization, upon payment of 
a fee of $1, shall issue a certificate to the child, showing that he is 
a citizen of the United States. 


PROPOSED CHANGES IN NATURALIZATION LAWS. 13 

Mr. Box. Well, have you provided for proof, so that they will not 
act upon an insufficient showing? 

Mr. A oigt. No; this does not provide for proof. I talked with 
Mr. Crist about that, and he said under the rules and regulations 
that would be made pursuant to this fifteenth subdivision, the de¬ 
partment would take care of that. 

Mr. Welty. Well, have they not got the record of those children 
in being at the time the father was naturalized ? 

Mr. Voigt. Yes. 

Mr. Welty. I should think so. 

Mr. Box. Yes; that is the fact; there is a record. 

Mr. Welty. If that is the case, there is no room for any fraud 
there. 

Mr. Voigt. No. 

Mr. Welty. Because the records would show that the child is eiL- 
titled to citizenship, and show the age of it, and all that would be 
necessary under this act would be the certificate. 

Mr. Box. They require that the age and sex of every child, and 
where it was born, be stated. 

Mr. Voigt. The petition states the age of the children; but the 
certificate of naturalization, if my memory serves me, does not state 
the children who are naturalized. Now, this provides for a certifi¬ 
cate; it is simply a certificate which certifies to an existing fact. 
And it provides that the certificate shall be in such form, and issued 
under such rules and regulations as the Secretary of Labor may pre¬ 
scribe. So that they would make regulations, and the chances are 
that the clerks would not be permitted to issue these certificates unless 
the matter was first submitted to the bureau, and the bureau would 
make an invesigation. 

Mr. Sabath. Pardon me, but section 4 provides that— 

If he is a married man, he shall state the name of his wife and, if possible, 
the country of her nativity and her place of residence at the time of filing his 
petition ; and if he has children the name, date, and place of birth and place 
of residence of each child living at the time of the filing of his petition. 

Mr, Wilson. Yes; I remember that that is correct. 

Mr. A T. oigt. There is only one chance here that I see for fraud; 
and I told Mr. Crist so: Suppose that a man should write in to the 
clerk of the court from some western State, we will say, and say, 
“ My name is so-and-so.” Suppose that he had changed his name, 
or he had a name identical with the name of a man who had been 
naturalized. He could write in to the clerk of the court somewhere 
and say, “Please issue me this certificate”; and he could give the 
record of one of these children and in that way obtain a certificate 
when his father had never been naturalized. 

Mr. Wilson. Well, can they take care of that in the regulations? 

Mr. Sabath. Well, we can make it read, “upon proper proof.” 

Mr. Voigt. There is no doubt that their regulations would require 
proper proof. 

Mr. Welty. Instead of being in the regulations, I think that ought 
to be in the law. We could have it read— 

“The clerk of any court may, upon proper proof and payment of 

a fee.” 

Mr. Voigt. Yes; you could put that in. 


14 


PROPOSED CHANGES IN NATURALIZATION LAWS. 


The Chairman. All right; there is not any need of discussing that 
any further. Now, if 3-011 will go on to section 4 of }^our bill, which 
reads: 

Sec. 4. That section 10 of ? aid act is hereby amended so as to J>ead as 
follows: 

“ Sec. 10. That in case the petitioner has not resided for the period of five 
years continuously and immediately preceding the filing of his petition in the 
county, or the District of Columbia, in which he makes his application, he may 
establish, by two witnesses, citizens of the United States, both in his petition 
and at the hearing, the time of his residence within the county, or District of 
Columbia, in which he makes his application, and the remaining portion of 
the five years’ residence required by law to be established may be proved by 
the depositions of two or more witne. ses who are citizens of the United States, 
upon notice to the Bureau of Naturalization: Provided, That in case the peti¬ 
tioner has re. ided in two or more parts of the county in which he resides at 
the time he files his petition, and for this cause is unable to procure two 
Witnesses who are citizens of the United States who are qualified and compe¬ 
tent to establish the entire period of his residence in such county, he may 
establish his residence at each of the places in such county by the affidavits- 
and testimony of at leaH two witnesses, citizens of the United States, to each 
place of residence, bo fl1 in his petition and at the hearing.” 

I think the intent of that is apparent. 

Mr. Welty. Let me ask you this before you start: Why do } T ou 
say “ county ” separately and not together ? 

Mr. Voigt. That refers to a county. The amendment down to 
line 12, where the provision begins, is an amendment that I drew up 
and the proviso Mr. Crist wanted in. I will explain to you why: 

I drew this amendment in response to a request from my home 
judge, who has had a great deal of experience in naturalization mat¬ 
ters. He has found that petitioners have a great deal of difficulty in 
furnishing two witnesses who have known the petitioner for five con¬ 
tinuous j^ears. For instance, a man will live for a couple of years in 
one county in your State or my State and he will remove to some 
other county 100 or 200 miles away. Now, of course, he cuts off his 
personal contact with the people who knew him in the first place of 
residence and makes new friends and new neighbors in the new place. 
And you may find cases where a man has removed, say, twice within 
five years. 

There is another difficulty: Suppose a man makes application in a 
city like Milwaukee and he has got to call a witness or two from the 
northern part of the State who will be living 200 miles away. Now, 
that is quite an item of expense to a laboring man and it involves a 
great deal of inconvenience and in many cases it is an absolute im¬ 
possibility for a man to furnish two witnesses and have them at the 
hearing who have known him for the full term of five years. 

Mr. Box. I had a case in which that very difficulty was involved. 

Mr. Sabath. I thought we had passed that measure. Is that in the 
last naturalization act? 

Mr. Voigt. No; I think what you refer to is a provision which 
allows depositions to be taken outside of the State. 

Mr. Sabath. Yes; and I thought we had also cured this difficulty. 

Mr. Voigt. No; there is nothing to remedy this. 

Mr. Box. In using depositions, I got over the difficulty of a man 
who went from New York to Chicago, and from there to my State, 
by permitting the use of a deposition. 

Mr. Voigt. The law you have in mind is section 10, on page 12 
of the naturalization law. That provides that in case a petitioner 


PROPOSED CHANGES IN NATURALIZATION LAWS. 15 

has not resided in the State, Territory, or District of Columbia for 
five years, then he may take depositions. 

Mr. Box. Yes. 

Mr. Voigt. In other words, you can go outside of the State. A 
man who moves from one State to another has this privilege, but a 
man who moves from one county to another has not the privilege. 

The Chairman. It is complained that section 10 is not far-reach¬ 
ing enough; that a man moving from one county to another in the 
West may be moving farther than a man moving from one State to 
another in the East. You may proceed. 

Mr. Voigt. All of these depositions are required to be taken 
upon notice to the Bureau of Naturalization; so that there can be 
no fraud. 

Mr. Box. In my State they have had a man down there investigat¬ 
ing the cases. 

Air. Voigt. They do now in every case, I am told by Mr. Crist. 

The proviso to section 4 of my bill, added by Mr. Crist, provides 
for cases where a man has resided in two or more parts of a single 
county. Now, in my section of the country that would not be of 
any particular avail; but Mr. Crist tells me that they have this 
difficulty in the case of men residing in very large cities, like New 
York, Philadelphia, and Chicago. A man will live, for instance, in 
the northern part of one of those cities and move to the southern 
part, 10 or 15 or 20 miles away, and he loses his connection with 
his former friends; and it is just like one moving from one county 
to another in the Western States. And this proviso is designed to 
take care of that situation. 

Mr. Sabath. Well, take a man who lived on the West Side in Chi¬ 
cago, and moves to the South Side, or moves to South Chicago, or 
any of those places—he is lost. 

Air. Voigt. Yes. Yes; I suppose in your county, if a man moves 

from one part of the county to another part, it is like a man moving 

from one countv to another in my State. 

*/ */ 

Mr. Sabatii. Yes. 

The Chairman. I think your suggestion is a very good one. 

Mr. Voigt. That is all I have, Mr. Chairman, unless you have 
some questions to ask. 

The Chairman. These hearings will be printed for the use of the 
committee. 

Mr. Voigt. If you will grant me just two or three minutes, Mr. 
Chairman, I want to call attention to an amendment that I think 
would be valuable, although I did not include it in this bill. If you 
will refer to page 9. subdivision 10, section 4, of the present naturali¬ 
zation law, the tenth subdivision is as follow: 

Tenth That any person not an alien enemy who resided uninterruptedly 
within the United* States during the period of five years next preceding July 
1 1914, and was on that date otherwise qualified to become a citizen of the 
United States, except that he had not made the declaration of intention re¬ 
quired by law, and who during or prior to that time, because of misinforma¬ 
tion regarding his citizenship status, erroneously exercised the rights and 
performed the duties of a citizen of the United States in good faith, may file 
the petition for naturalization prescribed by law without making the prelimi¬ 
nary declaration of intention required of other aliens, and upon satisfactory 
nroof to the court that he has so acted may be admitted as a citizen of the 
United States upon complying in all respects with the other requirements of 
the naturalization law. 


16 PROPOSED CHANGES IN NATURALIZATION LAWS. 

Now, this section is designed to reach a man who thought and be¬ 
lieved that he was a citizen and discovered that he was not. And this 
law provides that such a man need not file a declaration of intention 
but may proceed at once to file aii application for citizenship and 
become a citizen at one hearing. 

Mr. Box. That is, provided he had lived here for five years prior 
to the date mentioned, July 1, 1914. In other words, it would now 
require 10 years’ residence. 

Mr. Voigt. Yes; it applies to persons who have lived in this coun¬ 
try for a great many years and thought they were citizens. 

It may seem incongruous to you gentlemen that we have such 
cases. But in my section of the country many people came to my 
section of the country, mostly Germans—what are known as “ forty- 
eighters.” And as they were entitled to vote on their first papers 
in Wisconsin, and many other States, they did not go any further; 
they thought that they did not need to do so; they thought that 
was the main thing in being a citizen. They served on juries and 
held minor offices. 

Those people had children and lived on the farm, and the father 
went and voted, and was town chairman, etc.; and there was never 
any question asked of the children as to whether they were citizens 
or not; they simply assumed that they were. The father in many 
cases thought that he became a citizen by taking out the first papers, 
and told his children, “I am naturalized; I am a citizen; I vote, 
and you children are citizens.” 

Since the war we have had quite a few cases in my county, for in¬ 
stance, where men who had served on juries and voted for years 
and years turned out to be noncitizens. 

This subdivision is intended to cure that particular case where a 
man grew up in this country, and he thought he was a citizen and 
always acted as one. The law said to him, “ Notv, you can go on 
into court and show that you have some misinformation as to your 
citizenship; and if that is all so, you can get jour naturalization 
papers without going through the other process.” 

My understanding is that some courts in this country have held 
that the words, “ because of misinformation regarding his citizen¬ 
ship status ”—those are the words used in this subdivision—“ because 
of misinformation,” some of the courts have held that a man must 
come into court and actually prove that he had some misinformation. 

Now, they construe that technically. If you are misinformed on a 
given subject, that means that some information from the outside has 
reached you. But yours may be a case where all your life you have 
assumed that you were a citizen, but you had no information on the 
subject. Consequently, you had no “misinformation” on the sub¬ 
ject ; but it was simply a belief entertained by you. 

Mr. Wilson. It was because of information that lie had which he 
thought was satisfactory. 

Mr. Voigt. Well, a great many of these people had no outside in¬ 
formation whatever. 

Mr. Box. They could not prove a thing in the world; they just 
say, “ I thought it was that way.” 

Mr. Voigt. I have seen them come into court that way at home. 
The examiner would ask a man, “ Where did you get your informa¬ 
tion that you were a citizen? What made you think so? ” 


PROPOSED CHANGES IN NATURALIZATION LAWS. 


17 


Mr. Sabath. From the fact that his father voted before him, and 
that his father believed it. I considered it when I drafted that pro¬ 
vision. I am responsible for that. 

Mr. Voigt. Well, the examiner would say, “ Where did you get 
your information that you were a citizen? ” “ Well,” the man would 
say, “ I never had any information on the subject. I thought I was.” 

The Chairman. What do you recommend? 

Mr. Voigt. My recommendation would be that you substitute for 
the words “ because of misinformation ” a phrase to the effect that 
“if he believed in good faith that he was a citizen.” That is, if he 
thought in good faith that he was and performed the duties of a citi¬ 
zen, then I say that this subdivision ought to take effect in such a case. 

Mr. Sabath. What is the wording you suggest? 

Mr. Box. Would the word “misunderstanding” cover it? 

Mr. Voigt. Yes; I think u misunderstanding” would cover it. 

Mr. Wilson. “Because of a misunderstanding”? 

Mr. Voigt. Yes. 

Mr. Wilson. I believe that would cover it exactly. 

Mr. Welty. I believe Mr. Voigt’s phrase is more legal. 

The Chairman. Will the stenographer read the phrase suggested 
by Mr. Welty ? 

(The stenographer read the phrase referred to, as follows:) 

That if he believes in good faith that he was a citizen. 

Mr. Welty. I like that better. 

The Chairman. We are very much indebted to you, Mr. Voigt; and 
when the committee is ready to sit for the preparation of the bill em¬ 
bodying naturalization features, we will be glad to have you sit 
with us. 

Mr. Voigt. Thank you very much, gentlemen. 

(Thereupon, at 11.30 o’clock a. m., the committee adjourned until 
Tuesday, October 14,1919, at 10.30 o’clock a. m.) 


i 











' 






















































































PART 6 


PROPOSED CHANGES IN NATURALIZATION LAWS 

EDUCATION AND AMERICANIZATION 

H. R. 9949 

(Reported by the committee as H. R. 10404) 

Statement of HON. RAYMOND F. CRIST 

« 

OCTOBER 14, 17, 23, AND 27, 1919 


150116—19-7 


i 


















. 

-V 

































/ • 




























































INDEX. 


Page. 

Act of June 29, 1906, reference to_ 7 

Act of May 9, 1918_ 7 

Act of July 19, 1919_ 11 

Adult foreigner, training of, for citizenship_ 12, 48, 96,119 

Agricultural and Mechanical College, Stillwater, Okla_169,170 

Alaska__ 123 

Alien, adult, training of, for citizenship_ 12, 48, 96,119 

Alien education in Chicago__17, 67, 87 

Alien enrollment, public school reports_14,15 

Alien, wife of, status of_._88-90 

Aliens, children of, status of_ 90 

Aliens in United States_ 33 

American illiterate_ 6,14. 37, 69, 91, 96,118-121 

Americanization work of Bureau of Naturalization_ 12 

Americanization work of Bureau of Naturalization, self-supporting_ 6,92 

Appendix, showing phases of activities within various States_ 123-222 

Applicants for citizenship, 1907-1919_ 34 

Arizona_ 125 

Arkansas_ 126 

Army schools_ 10 

Arrival, certificate of, proposal to abolish_43-47 

Astoria, Oreg_ 177 

Baker County, Oreg., cooperation of circuit court of_ 178 

Berg, H. O_-_ 75 

Berwick, Pa_ 198 

Blanton, Miss A. W__ 97 

Bureau of Naturalization, Americanization work of_ 12 

Bureau of Naturalization, Americanization work, self-supporting_ 6,92 

Bureau of Naturalization, authority of, to promote educational work_ 13 

Butte, Mont_ 152 

California_ 95,127 

Los Angeles_ 22 

Oakland---102-117 

San Francisco_129-130 

Visalia_ 127 

California, cooperation of, methods, statistics, etc-95,101-117 

Canton (Ohio) Chamber of Commerce- 164 

Cavalier, N. Dak- 103 

Certificates (diplomas) for graduates-28,121,122 

Certificate of approval of school cooperation- 122 

Certificate of arrival, proposed to abolish-_-43-47 

Certificates of naturalization- 28 

Certificate of naturalization, copy of- ^ 51 

Chicago, alien education in-17,67,87 

Children of aliens, status of- 00 

Citizenship, applicants for, 1907-1919- 34 

Derivative--12 > 13, 35 

Citizenship Training, Division of, creation and work of-13,14, 3 < 

Citizenship classes, first, in Connecticut- 18 

Clifton, Pa_ 104 

Connecticut, first citizenship classes in- 18 

Crystal City, Mo- 148-151 

Declaration of intention: 

Copy of----- 7 -—- 

Not required of soldiers or sailors m present wai--- 5 

Declaration of intention filed 30 days prior to election-11,38,41 

Derivative citizenship-12,13, 3o 


hi 

























































IV 


INDEX. 


Page. 

Depositions of witnesses within State_ 7, 38 

Detroit, Mich., Americanization conference_’_ 142 

Director of citizenship____ 5, 90 

Division of citizenship training, creation and work of_13,14, 37 

Dousman, Judge C„ J_<_ 155 

Educational forms, suggestions, requisitions, etc_ 52, 58-67 

Educational training of applicants for citizenship_6, 7,12, 48, 67 

Educational work, authority of Bureau of Naturaliaztion to promote_ 13 

Educational work of field employees, statistics of_ 25 

Elections_11, 38, 41 

English language, necessary to speak_19, 71 

El Paso, Tex_93,210 

Expenses, school activities, paid by State or communities_ 24, 

69-71, 83, 84, 97, 118,122 

Filipinos, naturalization of_ 11 

Flint, Mich., educational activities of_ 141 

Form letters, invitation to candidates to attend school_ 30 

Forms, educational, suggestions, etc_ 52,58-67 

Naturalization, preliminary_52-58 

Foreign-born illiteracy_8,12,13, 27, 99 

Foreigner, adult, training of, for citizenship_ 12, 48, 96,119 

Funds for maintenance of public school classes_ 24, 69-71, 83, 84, 97,118,122 

Geneseo, N. Y_ 160 

Georgia_ 130 

Legislation in_ 97 

Graduates, certificates (diplomas) for_28,121,122 

Halsey, Judge_ 75 

Harriman, Pa_ 203 

Idaho_ 131 

Illinois_ 132 

Chicago _ 17, 67, 87 

Illiterate * 

American_ 6,14, 37, 69, 91, 96,118-121 

Foreign-born_8,12,13, 27. 99 

Indiana_ 135 

Intention, declaration of, copy of_ 49 

Filed 30 days prior to an election_11, 38, 41 

Not required of soldiers or sailors in present war_ 9 

Industrial plants: 

Cooperation of_ 85 

Expressions from, St. Louis, Mo_^_146-148 

Iowa_ 135 

Irvington, N. J_ 158 

Johnson bill, the (H. It. 9949), reference to_6,7,8,90 

Kansas_100,135 

Kansas City, Mo_ 151 

Kingston, N. Y_ 160 

Kohler, Wis_ 220 

Landing, certificate of, proposal to abolish_43-47 

Legislation, and references thereto: 

Act of June 29, 1906_ 7 

Act of May 9, 1918_ 7 

Act of July 19, 1919_ 11 

Georgia_ 97 

H. R. 9949 (Johnson Bill)_6,7,8,90 

Nevada_ 161 

New Hampshire_:_ 162 

Oklahoma_ 94 

Pennsylvania_ 198 

Utah_ 211 

Voight Bill_7,39,41 

IjOs Angeles, cooperation of_ 22 

Loyal Legion of Loggers and Lumbermen-1-101,179 

Maine_ 140 

Maintenance of public-school classes, funds for- 24, 69-71, 83, 84, 97,118,122 

Manuals and textbooks-- 21, 25, 27, 96 





























































INDEX. 


V 


Page. 

Mexicans - 93,95,100 

Michigan_ 449 

Detroit_ 142 

Flint___ i 4 i 

Milwaukee, Wis_ 220 

Schools-1_ 74-84,87 

Minneapolis, Minn_142-144 

Minnesota_ 142 

Minneapolis_142-144 

St. Paul_ 142 

Missouri_ 144 

Crystal City-148-151 

Kansas City_ 151 

St. Louis-146-148 

Montana_ 152 

Butte- 152 

Prairie County- 155 

Motion pictures_ 84 

Naturalization Certificates_ 28 

Copy of- 51 

Naturalization forms, preliminary_52-58 

Naturalization law, effect of changes in_ 10 

Naturalization proceedings, investigations_ 21 

Nevada public-school legislation_ 161 

New Hampshire_ 161 

New Hampshire public-school legislation_ 162 

New Jersey_ 157 

Irvington_ 158 

Passaic_ 157 

Red Bank_ 158 


New York 


159 


Geneseo_ 160 

Kingston_ 160 

New York_13, 67 

New York City, aliens in schools_13, 67 

Norman, Ok la_ 168 

North Dakota_ 163 

Cavalier_ 163 


Oakland, Calif., public schools Americanization and naturalization, report 
of_102-117 


Ohio_ 

Canton _ 

Oklahoma--- 

Norman_ 

Oklahoma_ 

Stillwater-- 

Oklahoma, cooperation of- 

Oklahoma, legislation of, for alien education- 

Oklahoma, University of- 

Oklahoma. Okla., naturalization ceremony at- 

Oregon- 

Astoria_ 

Baker County- 

Oregon, Circuit Court Baker County, cooperation of- 

Oregon, cooperative extension work in- 

Organizations, etc., list of, interested- 

Overseas, American soldiers of foreign birth naturalized 

Palmerton, Pa- 

Passaic, N. J- 

Pennsylvania- 

Berwick_ 

Clifton_— 

Harriman- 

Palmerton- 

Scranton- 

South Bethlehem- 


_ 164 

_ 164 

_ 165 

_ 168 

_ 171 

— 169,170 

_ 94 

_ 94 

168,169,170 

_ 171 

_ 175 

_ 177 

_ 178 

_ 178 

_ 175 

_ 99 

_ 11 

199-202 

_ 157 

_ 181 

_ 198 

_ 194 

_ 203 

199-202 
181-193, 205 
_ 195-189 



































































VI 


INDEX. 


Page. 

Pennsylvania public school legislation_ 198 

Petition for naturalization, copy of_49-51 

Philippine Constabulary, aliens serving in, admissible to citizenship dur¬ 
ing the war_ 11 

Prairie County, Mont_ 155 

Progress of work during September, 1919_ 22 

Public schools and communities cooperating_6, 21, 69 

Public school reports of alien enrollment_14,15 

Red Bank, N. J_ 158 

Registering aliens___ 67-69, 85, 86, 91 

Residence, proof of, within State_ 7, 38 

Rhode Island_ 205 

Roebuck, J_ 134 

St. Louis, industrial plants, expressions from_146-148 

St. Paul, Minn_ 142 

San Francisco, Calif_129-130 

Schools, Army_ 10 

School cooperation, certificate of approval of_ 122 

Scranton, Pa., propaganda_ 181-193, 205 

Sheboygan, Wis___ 218 

Soldiers and sailors in present war, declaration of intention not re¬ 
quired _ 9 

South Bethlehem, Pa_ 195-198 

South Dakota_ 206 

Statistics of educational work of field employees_ 25 

Stillwater, Okla., Agricultural and Mechanical College_169,170 

Summary of educational work by field employees_ 25 

Tennessee_ 208 

Texas_ 97,208 

El Paso_93, 210 

Textbooks and manuals_ 21, 25, 27, 96 

University of Oklahoma_168,169,170 

Utah_95. 210, 211 

Utah public school legislation_ 211 

Visalia, Calif_ 127 

Voight bill, the, reference to_7, 39, 41 

War changes in the naturalization laws_10,11 

Washington_ 101, 213 

Wife of alien: 

Educational qualifications of_ 88-90,101 

Status of_88-90 

Wisconsin_ 218 

Kohler_ 220 

Milwaukee_:_ 74—84, 87, 220 

Sheboygan_ 218 

Witnesses to prove residence_ 39 

Depositions of, within the State_ 7, 38 

















































EDUCATION AND AMERICANIZATION. 


Committee on Immigration and Naturalization, 

House of Representatives, 
Thursday , October 16, 1919 — 10.30 a. m. 

The committee met, pursuant to call, Hon. Albert Johnson, of 
Washington, presiding. 

The Chairman. The committee will be in order. 

Without objection, the reading of the minutes of the previous 
meeting will be dispensed with. 

The hearing this morning will pertain to the subject of naturaliza¬ 
tion, and I think the secretary had better be instructed that the 
hearings of this committee now running be printed in two sets, one 
set on the bills pertaining to deportation and the like, and the other 
pertaining to naturalization. We have consolidated all reports of 
the hearings growing out of the percentage plan for immigration. 
Those covered 9 or 10 days. Now we are holding hearings referring 
to naturalization subjects and others concerning deportation. My 
plan is to separate the two subjects. 

Mr. Crist is present, and I think the committee will be benefited 
by hearing him at some length upon the subject of naturalization. 

STATEMENT 0E MR. RAYMOND F. CRIST, DIRECTOR OF CITIZEN¬ 
SHIP. 

Mr. Crist, w T ill you give your .full name and position in the de¬ 
partment ? 

Mr. Crist. Raymond F. Crist, Director of Citizenship. 

The Chairman. Director of Citizenship in the Bureau of Naturali¬ 
zation ? 

The Crist. In the Bureau of Naturalization, Department of Labor. 

The Chairman. Mr. Crist, before you start in I would like to ask 
you with regard to paragraphs added during the period of the war 
to the naturalization laws. Do you know of any of those para¬ 
graphs which would need to be amended or repealed by act of Con¬ 
gress, or do they all die with the signing of the treaty of peace or 
the ending of the war? 

Mr. Crist. I think, Mr. Chairman, all of that legislation should 
stand except that portion which limits the time of filing declarations. 
The parts of the act of May 9, 1918, relating to war conditions, 
will automatically die with the termination of the war, except where 
perpetuated by the act of July 19, 1919.. 

There is, however, a far greater subject which I should like to 
present to the committee for its most careful consideration. That 

5 



6 


EDUCATION AND AMERICANIZATION. 


subject is the all-absorbing, Nation-wide question rather loosely re¬ 
ferred to by the term “Americanization.” There can be but one 
point at which this Nation can begin Americanization work. That 
Americanization work starts with the work of transforming the 
mental attitude of the permanent foreign resident population in this 
country and developing a higher intelligence throughout the millions 
composing that mass of politically undigested human beings. That 
work began five years ago in the public schools of our land. 

The public schools have reorganized themselves under the stimulus 
given them by the United States Government through the Bureau .of 
Naturalization of the Department of Labor. The Division of Citi¬ 
zenship Training is now working with over 3,200 cities, towns, and 
small communities. In over 2,280 of these places the school authori¬ 
ties have pledged their schools for educating the adult foreigners. 
There are thousands in the citizenship classes we have prevailed upon 
the public schools to organize. They are of all ages from 18 years 
to over 60 years. All nationalities are there. Men and women are 
there over 60 years of age; women who are grandmothers and great¬ 
grandmothers; men who are grandfathers and great-grandfathers. 
They have come as illiterates to these classes all over the land, and 
have left them able to read, speak, and write our language. They 
have been transformed into loyal, patriotic Americans even before 
the} 7 have been given their citizenship by court order. The bill, 
H. R. 9949, which the chairman has introduced, provides to stimulate 
these schools to greater activity and for the 8,000,000 illiterates to 
be brought into these classes through the small expenditure of $500,- 
000 additional money by the United States Government annually. 

Mr. Chairman, all of this work of promoting the public schools, 
of arousing the communities all over our land, has been accomplished 
without the citizen taxpayers of this Nation paying 1 cent of the 
cost. This work is not paid for from the revenues of the Govern¬ 
ment, drawn from American citizens. All of this reconstruction 
work, this work of reclaiming these human souls, minds, and bodies, 
has been paid for by the millions of foreigners themselves, who have 
sought American citizenship. They have turned into the Treasury 
$4,745,436.79 in naturalization fees in the past 13 years, and the cost 
of all this Government activity has been but $3,923,447.67. This 
makes a surplus of $821,989.02 which has been paid to the Govern¬ 
ment by friendly foreigners through the Naturalization Bureau over 
all appropriations made for that bureau. 

The Johnson bill, H. R. 9949, now before this committee, will 
bring the illiterate Americans into these classes, and in 10 years will 
eradicate illiteracy and result in reducing the cost of administering 
the naturalization law and this educational work to less than the 
revenues the Government will then derive from the naturalization 
fees. 

Under the plan of this bill this great educational undertaking will, 
therefore, at no time be an expense upon the taxpayers of the coun¬ 
try ; it will always be self-maintaining and revenue-producing. The 
bill plans to conduct the administrative work in Washington and 
throughout the Nation in so far as the Federal expense is concerned, 
upon the most economical basis possible, without in any sense reduc¬ 
ing the certainty of success of the work of eradicating the illiteracy 


EDUCATION AND AMERICANIZATION. 


7 


of the Nation. The annual revenues at all times will be more than 
the expenditures. Thirteen years of experience of the Government 
has proved this prophecy for the future. 

This question, this problem, Mr. Chairman, far transcends in im¬ 
portance and complexity the relatively simpler one of modifying the 
present naturalization hiws. The naturalization laws should, how¬ 
ever, undergo definite revision in certain of the existing sections of 
the act of 1906. The only important amendment to that act hereto¬ 
fore was made by Congress in the act of May 9. 1918. 

You will find the act of May 9, 1918, which is the act to which I 
believe you refer, embodied in the pamphlet of Naturalization Laws 
and Regulations, of which pamphlet I believe the members of the 
committee have copies. 

There are portions of the general law also that, in the judgment 
of the department, should be amended. Those are parts of the act 
of June 29, 1906, prior to the amendments of 1910 and 1918. 

The act of 1906 might well be modified to admit of depositions 
being taken within the State, and in that way it would change the 
law which at the present time allows depositions to be taken only 
where an alien has lived in two States during the five-year period. 

The Chairman. That matter was brought out in the discussion of 
the Voigt bill, was it not? 

Mr. Crist. The Voigt bill, I believe, amply covers that provision. 
The Voigt bill not only covers that provision, but it contains other 
provisions for amending the law, which the chairman of the com¬ 
mittee has brought together in the bill H. R. 9949, which he intro¬ 
duced on October 15, 1919. That bill, H. R. 9949, also contains the 
desirable features which are carried by the bill H. R. 5212. In the 
Johnson bill, H. R. 9949, the provisions are quite similar to those 
contained in the bill S. 3222, introduced by Senator Dillingham. 
Section 4 of the bill II. R. 9949 contains a most comprehensive legis¬ 
lative provision for the accomplishment of the task of removing il¬ 
literacy from the United States. This provision is one which un¬ 
doubtedly should be enacted at the earliest possible moment, for its 
seriousness to the Nation—whether it be ignorance on the part of the 
alien-born citizen or the native-born citizen, or the alien, permanently 
residing in this country—is such that it is giving the people of 
America the greatest concern, and is the source of misunderstandings 
between the employer and the employee, is the source from which 
spring all of the lawless proposals and propaganda up to and in¬ 
cluding those which advocate the overthrow of our present form of 
government. 

I trust the committee will hear me upon this section and accord 
me sufficient time to demonstrate clearly that the Government has, 
through the Division of Citizenship Training of the Bureau of Nat¬ 
uralization of the Department of Labor, established a practical 
working plan with adequate educational machinery, as represented 
by the public schools of the United States, to accomplish this. All 
that I have indicated here has been commenced and only requires 
legislative sanction for its complete accomplishment. The public 
schools have* been started upon the plan of complete reorganization 
of their local systems, which they have extended to embrace the edu¬ 
cation of adults. There has been established, therefore, for the first 


8 


EDUCATION AND AMERICANIZATION. 


time in the history of the Nation the environment in which all adults, 
whether of foreign or native birth, including women, may come to¬ 
gether for the common purpose of overcoming the handicaps either 
of their early environment in this country or of their environment 
in other countries, coupled also with a lack of knowledge of the 
English language. The foreign-born lack a speaking, reading, and 
writing knowledge, while millions of native adults lack a reading 
and writing knowledge, and many of these latter lack a compre- 
hendible speaking knowledge. 

I propose to submit to you evidence of the practical workings 
of this national grouping together of the public schools and the 
Bureau of Naturalization, of actual results of the bringing together 
of adults of all ages into classes of the public schools all over the 
United States. Men and women over three score of years of age of 
all nationalities are to be found in these classes studying to accom¬ 
plish a mastery of our language, and are striving to satisfy that 
thirst for knowledge of our institutions of Government—that Gov¬ 
ernment which has vitalized the words “ libertv ” and “ freedom,” 
and the full benefits of which they desire to achieve individually. 

It would seem well, therefore, if the committee so desires, to 
consider the adjustment of the naturalization law to the convenience 
of those who are seeking citizenship, where such adjustments will 
in no wise lower the bars to the undesirables, but will simplify the 
procedure by which desirable aliens may acquire that privilege 
which they are seeking in larger numbers annually. The provision 
which will afford the means for the training of these incoming 
Americans in the responsibilities of citizenship is a far larger subject 
and may well be deferred for the final consideration of the com¬ 
mittee. The Johnson bill, H. R. 9949, contains all the provisions 
necessary to the accomplishment of this Nation-wide educational 
transformation. This committee, if it can succeed in securing the 
enactment of this measure into legislation, will have accomplished 
one of the greatest pieces of constructive legislative enactments, if 
not the greatest, which the record of this Congress shall show when 
that record shall have been written. 

The Chairman. And when the committee proceeds to the consid¬ 
eration of that bill, or something similar, for the purpose of reporting 
it, we would be glad to have you sit with us. 

Mr. Crist. Thank you. 

The Chairman. We shall, as you know, present for the considera¬ 
tion of the committee amendments to the naturalization laws, and 
particularly section 4. 

Mr. Box. What page, Mr. Chairman ? 

The Chairman. Section 4 has numerous subdivisions. Subdivision 
No. 7 is very long, and runs from the bottom of page 6, all of page 7, 
and down page 8, and there at the bottom of page 8, the last para¬ 
graph, it says: 

During the time when the United States is at war no clerk of a United 
States court shall charge or collect a naturalization fee from an alien in the 
military service of the United States for filing his petition ^or issuing the 
certificate of naturalization. 

Is that where we began to add the war amendments? 

Mr. Crist. No, sir; the first provision is over on page 7, at the 
15th line and commences: “Any alien serving in the military or naval 


EDUCATION AND AMERICANIZATION. 


9 


sei \ ice of the United States during the time this country is engaged 
in the present war may file his petition for naturalization without 
making the preliminary declaration of intention.” 

llie Cilurman. Is that where we began to add war acts to the 
naturalization laws ? 

Mr. Crist. Yes, sir. 

The Chairman. Does it begin with the beginning of the page— 

Mr. Crist. JSo, sir. We had general legislation commencing with 
the seventh subdivision, and included all of those aliens whose voca¬ 
tions do not admit of their acquiring a domicile in the ordinary way 
in the country. It embraces those engaged on American merchant 
vessels, in the American Navy, in the auxiliary navy, vessels of the 
Y ar Department, Navy Department, Commerce Department, and 
other departments, and includes soldiers in the Regular Military Es¬ 
tablishment under ordinary times. It also includes marines. All 
those are unable to acquire a residence. They are moving around or 
are moved around, and because of that the provision was inserted to 
entitled them to come into court at any place after they had been hon¬ 
orably discharged and present their honorable discharge and declara¬ 
tion of intention to the naturalization examiner, who assists them to 
petition and have an immediate hearing for admission to citizenship. 
They do not have to wait 90 days, as previously required. 

It makes provision for the furlough after honorable discharge of 
those in the Army. The change recognizing the furlough was neces¬ 
sary because the courts had ruled prior to the enactment of this law 
that the furlough was a part of the term of service, and until the 
furlough time expired after the active enlistment had been served, 
the alien would not be entitled to naturalization under the pro¬ 
visions of section 216G of the Revised Statutes, which related to sol¬ 
diers. 

Mr. Siegel,. In other words, you mean after a man has a furlough 
to the reserve that lie could not have gotten the naturalization papers 
until the lapse of the time of the reserve period ? 

Mr. Crist. Yes, sir. Now it permits him to file his petition after 
the honorable discharge during the period of his furlough and at any 
time within six months after his honorable discharge. The law of 
1918 placed a limit of six months after the honorable discharge in 
which the exemption may be availed of. Previously he might ap¬ 
pear any time after discharge, after years had passed by, and file his 
petition. That was fully discussed in the hearing before this com¬ 
mittee in 1918, and the conclusion reached that if these honorably 
discharged aliens from these various services desired citizenship they 
should proceed within six months to become naturalized. 

Mr. Raker. You think there should be a limitation on it, do you 
not ? 

Mr. Crist. I think it is very wise legislation, especially so since 
the development of interest in Americanization and education of 
foreigners in the Army and the Navy as well. The War Department 
is stressing the fact that the alien enlisting in the Army may be 
naturalized within three years. They are announcing that as an 
inducement to him to enlist, contrasting it with the five years’ resi¬ 
dence that is required of others, and at the same time they offer the 


10 


EDUCATION AND AMERICANIZATION. 


educational training of the camp schools to equip him for citizenship 
during his period of enlistment. 

What they are doing in a quite effective way with a very small 
contingent of the alien population in their army camp schools or 
army post schools the public schools of the United States have been 
doing on a very large scale for the last five years with constantly 
increasing efficiency. The contact which is possible through the 
military arm is most limited, while on the other hand the contact 
which the United States Government has with the entire foreign 
population through the Division of Citizenship Training of the De¬ 
partment of Labor represents over a million seekers after citizenship 
annually. This is probably twice the number that the entire stand¬ 
ing army contains of enlisted men and officers. It is only recently 
that the Army has undertaken to accept for enlistment those who 
are unable to read and write. Heretofore they have always required 
evidence of quite substantial education. They must, therefore, ad¬ 
vertise this new feature of army life and appeal to the public to 
secure the enlistment of these illiterate aliens before their schools 
can have any such pupils. On the other hand, every community in 
the United States, with very few exceptions, offers facilities for 
from scores to hundreds of thousands of possible members of the 
body politic in the citizenship classes which the Division of Citizen¬ 
ship Training is now promoting in upward of 3,300 cities, toVns, 
small hamlets, and rural communities. 

The method pursued in these Army schools is quite similar to the 
courses that are being pursued by the public schools all over the 
country now, under our supervision and direction, for educating and 
equipping the aliens in civil life for the everyday affairs of life in¬ 
stead of for the more superficial end of answering the questions in 
court at the time his petition is heard, which heretofore has some¬ 
what sporadically been done. 

The Chairman. Mr. Crist, can you at this point make a statement 
to this committee reviewing the changes in the naturalization laws 
made during the war and suggesting any steps that are necessary to 
be taken in relation thereto? 

Mr. Crist. Yes, sir. 

Mr. Raker. That will go in the hearing right at this point? 

The Chairman. Yes. 

Mr. Crist. I can state the situation briefly as follows: 

The changes made during the war in the naturalization law unified 
all of the exemptions which had previously been extended to those 
aliens who because of their vocation are unable to acquire a domi¬ 
cile in the ordinary sense. Previously the law extended exemptions 
to sailors after a term of enlistment of four years and to marines 
after a term of enlistment of five years from furnishing a declara¬ 
tion of intention. It also permitted those in the Navy to have an 
immediate hearing upon their petitions for naturalization. It al¬ 
lowed exemption to those in the military service from the declaration 
of intention and from proving more than one year of residence in the 
United States. The sailor in the American merchant marine was 
allowed to petition for naturalization after serving three years upon 
American merchant vessels after he had declared his intention to 
become a citizen of the United States. In all of these cases the ex- 


EDUCATION AND AMERICANIZATION. 


11 


emption was made uniform and required the declaration of intention 
preliminary to enlistment, and admitted of all of these classes of 
aliens to file their petitions in any court and have an immediate 
hearing. It also extended the same privilege to Filipinos after three 
years of honorable service in the United States IJavy. It also in¬ 
cluded the various vessels of the United States Government not in 
the Navy, and those who served upon those vessels after the declara¬ 
tion of intention. The honorable discharge or similar evidence of 
good conduct was made the basis for this exemption. Those serving 
in the Philippine Constabulary were made admissible to citizenship 
during the war, and all aliens, regardless of the general limiting 
provisions of the naturalization law as found in section 2169, who 
entered the military or naval service of the United States during the 
present war were declared to be admissible to citizenship because of 
their willingness to offer their lives for this country during the 
period of its greatest crisis. A limitation was placed upon the time 
when the declaration of intention might be filed. The act of 1918 
prohibits the filing of a declaration within 30 days preceding any 
election or on election day. Section 2171 of the Revised Statutes was 
repealed. This section excluded from naturalization any citizen, 
subject, or native of any country with which this country should be 
at war during the time of the war. The act of 1918 provided-the 
means by which this bar was removed, and those classed as alien 
enemies under the law might be admitted to citizenship upon satis¬ 
factory evidence of their loyalty to the country. Rigid restrictions 
were thrown about this provision so that no such alien could be 
admitted over the objection of the Government. 

The act of 1918 also provided for the American soldiers of foreign 
birth in service overseas, so that all desiring to do so might file their 
petitions for naturalization while under the jurisdiction of the Amer¬ 
ican flag, even though in other countries. It extended certain exemp¬ 
tions to those in the military service of the United States which 
would avoid the breach of the continuity of their residence upon 
their return and application for citizenship. 

Much of this is war legislation and will automatically cease to 
function upon the declaration of peace. None of this permanent 
legislation should be disturbed, excepting the one which relates to 
the limitation upon the declaration of intention. The application of 
this law should be limited to those States in which the alien exercises 
the right of franchise. 

The act of July 19, 1919, Public 21, is as follows: 

Any person of foreign birth who has served in the military or naval forces 
of the United States during the present war. after final examination and 
acceptance by the said military or naval authorities, and shall have been hon¬ 
orably discharged after such acceptance of his services, shall have the benefits 
of the seventh subdivision of section 4 of the act of June 29, 1906, Thirty-fourth 
Statutes at Large, Part I, page 596, as amended, and shall not be required to 
pay any fee therefor; and this provision shall continue for a period of one 
year after all of the American troops are returned to the United States. 

This is most salutary and extends all of the privileges of the act 
of May 9, 1918. This provision should be allowed to stand until it 
is automatically exhausted. 

The Chairman. Now, if you will proceed to any suggestion or 
views concerning the work of naturalization and Americanization 
the committee would be glad to hear you. 


12 


EDUCATION AND AMERICANIZATION. 


Mr. Crist. The only Americanization work which the Federal 
Government has been actually carrying on with the public schools 
has been that which it has been conducting in cooperation with the 
public schools throughout the United States. This work was orig¬ 
inally authorized under the general provisions of the naturalization 
law, which gave the charge of all matters concerning the naturaliza¬ 
tion of aliens to the Bureau of Naturalization. 

It was soon discovered to be of the most vital concern in the 
naturalization of aliens that means be provided by which the 
applicants for the greatest privilege which can be conferred upon 
any living human being—the privilege of American citizenship—- 
might be brought to an intelligent understanding of that estate. 
The Bureau of Naturalization has been annually coming into con¬ 
tact with probably three-fourths of a million people of foreign 
allegiances. The public schools of the United States as a whole 
had up to five years ago confined their sphere of activities to the 
hours of from 9 to 3, from Monday to Friday, and during a period 
from four to eight or nine months in the year. During this period 
they had given attention almost exclusively to the instruction of 
children. Some years ago this field of activity was enlarged to em¬ 
brace instruction of children in evening classes; in some places a 
lecture department was developed for delivering lectures to adults. 
Some widening of the latitude had been accomplished in certain few 
localities in various parts of the country. As a whole system, how¬ 
ever, the experience of the Bureau of Naturalization, with over 3,000 
communities, has been that the thought of teaching adults had never 
crystallized into action. 

In April, 1914, I made the proposal that the public schools of 
the United States be brought together in a nation-wide movement 
for the organization of citizenship classes, for the special purpose 
of instructing foreigners who are candidates for naturalization. 
This proposal was agreed to by the department and instructions is¬ 
sued to me to undertake the enterprise. The necessity for such an 
undertaking had long been felt from a realization of the fact that 
fully 75 per cent of the 200,000 aliens who are annually admitted 
to citizenship have been found to be unaware of the responsibilities 
of American citizenship and unequipped to discharge those duties 
and responsibilities. I refer in the 200,000 to average admissions to 
citizenship annually, both by direct application and by derivation 
through the provisions of the law, which confer citizenship upon the 
wife and children born abroad of the petitioner. The wife and the 
children who are under 21 years of age derive their citizenship in 
that way. These new male citizens have been found so deficient in 
their understanding of our institutions of Government and our 
language as to be unable to serve on juries or to mingle with other 
American citizens because of a lack of understanding of our lan¬ 
guage, of which they have no comprehensive mastery. The women 
who have thus derived citizenship may as an entirety be referred 
to as having never spoken a sentence in our language and as having 
less regard for our institutions of Government that when they left 
the lands of their nativity and turned their faces toward the set¬ 
ting sun. The ideals they then entertained were based upon report 


EDUCATION AND AMERICANIZATION. 


13 


of America as a land of freedom for women. Their utter isolation 
from America and American contacts in the distinctly foreign at¬ 
mosphere of their homes where foreign languages alone are spoken, 
leaves them in a position to gain an entirely false notion of America. 
These derivative citizens are having the reins of Government placed 
in their hands by the extension throughout wider areas of the right 
of suffrage to women. 

Mr. Siegel. Where do you get those statistics? 

Mr. Crist. We get those statistics from the reports of the chief 
examiners sent into the bureau of the results of the examinations 
of the candidates. 


Mr. Siegel. Well, let us take the candidates, for example, down 
in New York City, admitted in the Supreme Court there in the 
southern district. Take the average man with a wife and four or 
five children. Those children are going to the schools, are they not? 

Mr. Crist. In New York City the superintendent of schools, Mr. 
Jenkins, has repeatedly stated to me that during his incumbency 
for a period of nine years or more, there were anywhere from 50,000 
to 80,000 aliens in the night schools. Originally, most of them were 
minors; subsequently, a portion of them were adults. His statement 
has been repeatedly made to me and to others in my presence, that if 
the foreigner could be induced to attend the classes throughout New 
York City, for five or six weeks, the limit was reached. They had no 
method of interesting the foreigner to stay longer. If, and as soon as, 
he acquired a smattering of the English language, lie left and did not 
return. This was the result among the 500,000 in New York City, re¬ 
ported as not speaking English. There have therefore been but few 
who have learned much from these schools. Judging from those in 
New York, Manhattan, and Brooklyn included, the percentage ap¬ 
plies, and I have personally seen many of them examined. I have 
found men there who have lived in the city of New York or in 
Brooklyn all their lives, excepting the first two or three years, 
who could barely understand me when I talked to them in the simp¬ 
lest kind of language and who could not talk English when they 
talked to me any better than some adults who landed as adults and 
who acquire a smattering in various and sundry ways. 

I have talked to citizens who have been witnesses for applicants 
for citizenship whose English was more foreign than that of the 
applicant. The instances to which I refer occurred in New York 
City some four or five years ago. This was another of the personal 
experiences which impressed upon me more and more the necessity 
for a Nation-wide action for the removal of this illiteracy among 
the newly arriving citizens. 

Since that time and particularly under the act of May 9,. 1918, 
which gives specific authority to the Bureau of Naturalization to 
promote the public schools in their work of educating the candidates 
for citizenship, a national machinery has been established bv the 
concerted action carried on between^the Bureau of Naturalization 
and the public schools. So great has this activity become that the 
Secretary of Labor has created the Division of Citizenship Train¬ 
ing, to have immediate charge of this work of promoting education 
by the public schools. 


14 


EDUCATION AND AMERICANIZATION. 


The work conducted by this division is realized by all intimately 
acquainted with the activities of the bureau as bein^ the creative 
portion of the bureau. It is the part of the bureau which is laying 
hold of the fundamental portion of the naturalization problem. 

The administration of the law in the courts and in the examination 
of the candidates for citizenship has been reduced to a system which 
results in the maximum dispatch of this work with the highest effi¬ 
ciency which the limited number of examiners, possible of employing 
with the financial allowances by Congress, can accomplish. As a 
rule, the decision of the court in each case is final. Very few appeals 
have ever been taken. All of the proceedings instituted to cancel 
the certificates of naturalization issued have been upon mere ques¬ 
tions of the law. With few exceptions, the statement may be made 
that cancellations have not been instituted on the ground of moral 
character. There have been a few cases carried to the Supreme 
Court of the United States by the applicant, and only two or three 
cases by the Government. 

The work of the Division of Citizenship Training is fundamentally 
and nationally constructive in its entirety. It is engaged in taking 
the light of educational opportunity to those seeking American 
citizenship. It is going far beyond that. It is extending the helping 
hand to aliens w 7 ho are not candidates for that estate by securing 
the organization of citizenship classes for the candidate for naturali¬ 
zation, and by so doing opens the door to the noncandidate to that 
same opportunity. In so doing it has also placed before the adult 
illiterate natives the opportunity they have long sought for in vain—a 
place apart from children in which they may make intelligent men 
and women of themselves, and thus enjoy to the full their birthright. 

The interest in Americanization is the direct outgrowth of this 
campaign undertaken in 1914. The organization by the public 
schools of classes for adult foreigners has opened the door, as I 
* indicated before, for adult illiterate Americans to attend and secure 
an education for the first time in the history of thousands of com¬ 
munities. Unless the ambition of adult illiterate Americans was 
supplemented by an extraordinary courage which enabled him or 
her to face the ridicule of children with whom an adult was obliged 
to sit and pursue his studies there was no free place for them as a 
body to attend. The organization of the citizenship classes pri¬ 
marily proposed for foreigners has therefore offered the means for 
the adult illiterate American to attend school with other adults. 

Last spring reports were requested from the public schools en¬ 
gaged in this work. The request called for the submission of reports 
prior to April 15. There were received 166 such reports, showing an 
enrollment of 15,874 students. There were 78 nationalities of peoples 
found attending these classes, counting Bohemians, Galicians, Aus¬ 
trians, Hungarians, and Croatians as different nationalities, although 
until recently under one sovereignty. The six highest in attendance 
were Italians, Poles, Portuguese, Americans, French, and German 
Russians, in the order named. There were 840 classes in these 166 
communities. The above data together with the locations of these 
schools will be found in the lists which I submit herewith. 


EDUCATION AND AMERICANIZATION 


15 


Revolt of requests for information received from 166 public-school superintend¬ 
ents as to English and citizenship classes for the foreign-born conducted dur¬ 
ing school year 1918-1919. 


Number of classes established : 


Day- 68 

Evening_ 772 


840 


Maximum enrollment: 

Men-11,854 

Women_ 2,733 

Unclassified_ 1,287 


15, 874 


Number below 31 years: 

Men_ 4, 847 

Women_ 1,212 


6, 059 

Average length of term, 4 months. 
Majority report 3 sessions a week. 
Majority report 2 hours per session. 


Number from 31 to 50 years: 


Men- 3,131 

Women_ 5G7 


3, 698 


Number from 51 to 60 years: 

Men_ 295 

Women_ 57 


352 


Number above 60 years : 

Men_ 85 

Women_ 46 

— / -- 

131 

Number, age unclassified_ 5,634 


Nationalities. 


Albanians_ 44 

Americans_ 639 

Armenians_ 19 

Australians_ 108 

Austrian Poles_ 41 

Alsatians_ 2 

Belgians_ 22 

Bohemians_ 13 

Brazilians_ 5 

Bulgarians_ 10 

Bukowinans_ 1 

Canadians_ 135 

Chileans_ 1 

Chinese_ 3 

Croatians_ 20 

Czecho-Slovaks_ 31 

Danes_ 11 

English_ 106 

Esthonians_._ 10 


ft 


Afghans. 

Argentinians. 

Bavarians. 

British West Indians. 
Cubans. 

Czechs. 

Dalmatians. 

Danish West Indians. 

150116—19-8 


Finns_ 206 

French_ 637 

Galicians_ 2 

Germans_ * 341 

Greeks_, 286 

German Russians. 573 

Hollanders__ 32 

Hungarians_ 221 

Hindoos_<_ 1 

Irish___ 60 

Italians ,_1,499 

Icelanders_ 14 

Japanese_ 3 

Lithuanians_ 132 

Moravians_ 1 

Mexicans_ 70 

Norwegians_ 42 

Negroes_ 4 

Poles_,_1, 294 


NUMBER NOT SPECIFIED. 

Egyptians. 

Filipinos. 

Indians 
.Tugo Slavs. 

Koreans. 

Luxemburgers. 

Magya rs. 

Montenegrins. 


Portuguese_ 684 

Roumanians_ 64 

Russians_ 292 

Russian Poles_ 28 

Ruthenians_ 1 

Scandinavians_ 7 

Scotch_ x7 

Serbians__ 22 

Slavs_ 167 

Slovaks_ 4 

Spaniards__ 62 

Swedes_ 116 

Swiss_ f _ 2 

Syrians__ 55 

Turks_ 8 

Tyrolese_ 2 

Ukranians_ 13 

Welsh_ 3 


Macedonians. 
New Zealanders. 
Porto Ricans. 
Prussians. 
Panamanians. 
South Africans. 













































































16 


EDUCATION AND AMERICANIZATION 


SUPERINTENDENTS OF PUBLIC SCHOOLS IN THE FOLLOWING PLACES FURNISHED INFOR¬ 
MATION CONCERNING ENGLISH AND CITIZENSHIP CLASSES FOR THE FOREIGN BORN 
CONDUCTED DURING SCHOOL YEAR 1918-19. 


California: 

Dunsmuir. 

Eureka. 

Monrovia. 

Oakland. 

San Dimas. 

Santa Ana. 
Venice. 

Colorado: 

Berwind. 

Del Carbon. 
Morley. 

Mount Harris. 

• Somerset. 
Connecticut: 

Central Village. 
Meriden. 
Middletown. 
Naugatuck. 
Seymour. 
Tixanast on. 
Torrirgt.cn. 
District of Columbia: 

Washington. 
Illinois: 

Alton. 

Chicago Heights. 

Christopher. 

Harvey. 

Lincoln. 
Sandoval. 
Tavlorville. 
Indiana: 

Indianapolis. 

Mishawaka. 

Whiting. 

Iowa: 

Clinton. 

Mason City. 
Mystic. 

Oelwein. 

Rock Valley. 
Sioux City. 
Kansas: 

Topeka. 
Kentucky: 

Newport. 

Maine: 

Bangor. 
Biddeford. 
Massachusetts: 

Athol. 

Attleboro. 

Beverly. 

Chelsea. 

Clinton. 

Easthampton. 

Ellenburg. 


Massachusetts—Con. 
Gardner. 
Gloucester. 
Greenfield. 
Gwinn. 
Newburyport. 
Pittsfield. 

North Attleboro. 
Southbridge. 
Taunton. 
Walpole. 
Webster. 
Michigan: 

Ann Arbor. 
Chesaning. 
Escanaba. 

Grand Haven. 
Grand Rapids. 
Houghton. 

Iron River. 
L’Anse. 

Monroe. 

Muskegon. 

Norway. 

St. Joseph. 
Minnesota: 

Biwabik. 

Brainerd. 

Eveleth. 

Little Falls. 
Nashwauk. 

New Ulm. 
Winona. 
Montana: 

Butte. 

Conrad. 
Nebraska: 

Lincoln. 

New Hampshire: 
Berlin. 
Claremont. 
Concord. 

Exeter. 

New Jersey: 
Bloomfield. 
Boontown. 
Bordentown. 
Hackensack. 
Pleasantville. 
Succasunna. 
Trenton. 

New York: 

Batavia. 

Jamestown. 

Fulton. 

Ithaca. 

Little Falls. 
Newburgh. 


North Dakota: 
Brocket. 
Jamestown. 
Dakota. 

Linton. 

Mandan. 

Towner. 

Hazen. 

Ohio : 

Cincinnati. 
Hamilton. 
Martins Ferry. 
Oregon : 

Bend. 

Pennsylvania: 
Allentown. 
Amb ridge. 
Bradford. 
Chester. 
Elwood City. 
Etna. 

Farrell. 
Johnsonburg. 
Lebanon. 
Mount Union. 
New Castle. 
Philadelphia. 
Portage. 
Reading. 
Scranton. 
Rhode Island: 
Providence. 
Westerly. 

Utah: 

Ogden. 

Salt Lake City. 
Washington: 
Carbonado. 
Hoquiam. 
Independence. 
Foster. 

Point Roberts. 
Port Angeles. 
Preston. 
Roslyn. 

West Virginia: 
Wheeling. 
Fairmont. 
Wisconsin: 

Eau Claire. 
Marshfield. 
New London. 
Rhinelander. 
Sheboygan. 


Places listed herewith_ 

Those failing to identify their reports 


« 


142 

24 


Total number of superintendents reporting. 


166 








EDUCATION AND AMERICANIZATION. 


17 


Total citizenship classes: 

Day classes_ 68 

Evening classes_772 

Grand total_840 

Mr. Siegel. You stated a little while ago, as I understood you— 
maybe I got a wrong impression—that 75 per cent of the children 
and wives of these men could not speak the English language. 

Mr. Crist. I said 75 per cent of the 200,000 admitted annually 
to citizenship all over the United States. Of course, I was not 
speaking of one locality, but I doubt whether any one locality will 
vary from the average. 

Mr. Siegel. The average man taking citizenship in New York, the 
average family man, has four or five children and a wife. Now, you 
really do not mean to tell this committee that the children that are 
growing up do not speak the English language? 

Mr. Crist. New York City represent about one-fifth of the nat¬ 
uralization of the country, possibly—New York State does. So that 
20 per cent of the naturalization in New York has not offset my 
state meat if 50 per cent of them or the adults only were qualified for 
citizen hip. Even though allowances are made for turning out all 
of ti c ron ; and daughters fully equipped through the medium of 
the public schools in New York City, and Supt. Jenkins states that 
that is not accomplished, it would not change the conclusion that we 
have reached from studying this question all over the United States. 

Mr. Siegi l. All right. Now, let us take another city. Let us take 
Chicago, for example. What is the situation there? 

Mr. Cr^st. In Chicago they have 100 dialects and languages 
spoken, according to the reports of the school authorities there, and 
it is said to be one of the largest Polish cities in the world. There 
are probably more people who speak foreign languages there than 
those who speak English only. Up to 1914 they had at the most this 
method of teaching citizenship to the foreigners—I want to state 
particularly there of citizenship, not the English language—citizen¬ 
ship instruction consisted in a typewritten lecture which was circu¬ 
lated around among the 30 or more classrooms where adult foreign¬ 
ers were to be found, and also amongst those who were not adults 
but in the night schools. Mrs. Ella Flagg Young told me in August 
of 1914- 

Mr. Siegel. Mrs. Young was superintendent of schools at that 
time ? 

Mr. Crist. She was superintendent of the schools of Chicago. I 
had a conference called in her office to discuss this question, and 
what I have stated was disclosed—that is, that that was all they had 
taught in Chicago schools of citizenship, of the profession of citi¬ 
zenship, the greatest of all the professions. 

She also said that in her classrooms she had discovered the year 
before this condition: She went into one of the classrooms, found an 
adult, a big-fisted, heavy-fingered, big-bodied foreigner with a book 
in his hand seated in a little bit of a school seat at a very small 
desk, laboring over the contents of this book. She asked him how 
he liked it. He says, “It is pretty good, but it pretty small talk 
for a grown man.” She looked on the page, and said to me, “ I 







18 


EDUCATION AND AMERICANIZATION. 


saw that lie was perusing the exciting romance of having the cat 
chase the rat around the house; and that the time had long since 
come to make improvements in this branch of the Chicago public 
schools.” 

That comprehends about the development of the public schools in 
their relation to foreigners. Great attempts were made, but there 
was not the attention paid to the needs of the foreigner and the re¬ 
lationship of him to his goal in this country, which is American citi¬ 
zenship, notwithstanding the financial question and the necessities 
of daily life that are much in evidence. 

That is his goal. There was not enough attention paid to that and 
there was no way to interest them to stay in the classrooms there in 
Chicago or Omaha or San Francisco or Seattle or in any other part 
of the country for a greater time than was the case in New York. 
Under the promoting work w T e are carrying on, schools are now being 
maintained the year round in many cities, and students have attended 
some classes for three or four years. 

We have the two great magnets that draw the alien to the public 
schools and retain him there for a greater period than ever be¬ 
fore. These two magnets are the privilege of American citizenship— 
and 80 per cent of the aliens in this country will gladly avail them¬ 
selves of that privilege when they have the v r ay opened for them— 
and the manifested interest in their behalf by the United States 
Goverment. This is the first organized activity of the Government 
to express an interest in the well-being of the alien residing in our 
midst. Everywhere the American citizen and the foreign resident 
are separated, generally by the barrier of the language and by the 
natural diverging interests. The interest of the Government which 
is being manifested in the welfare of the alien through the joint 
activities of the public schools with the Government in these citizen¬ 
ship classes has been realized by these alien-born men and women 
and has stimulated them to a greater effort, has quickened their 
powers of perception, of the desirability of citizenship, and enlisted 
them in the cause of this Nation. 

Mr. Wilson. You speak of schools of citizenship. Is that some¬ 
thing separate from the public school and a special school for that 
purpose ? 

Mr. Crist. Up to 1914 there were no such classes as citizenship 
classes in the public schools of the country with the exception of 
probably a dozen or more places. The first one that I know anything 
about was one that was organized in Connecticut under the supervi¬ 
sion of Judge Platt of the United States District Court, the superin¬ 
tendent of schools, and a naturalization examiner. He was con¬ 
fronted at all of the hearings with the necessity of admitting to 
citizenship people who had no knowledge, or no broad knowledge of 
the English language, or dismissing them. It became a tragic mat¬ 
ter to him, he said, to have to do the latter, because men came before 
him in the prime of life with families here, some of his children born 
here, and others born abroad and naturalized. As the head of the 
family he wanted to become one of the big family of this country. 
He could not do it because the law says he must speak the English 
language and be attached to the principles of the Constitution of 


EDUCATION AND AMERICANIZATION. 19 

the United States, and lie could evidence no such attachment while 
in ignorance of our language. 

The Chairman. Let me ask you about that. Let me interrupt just 
a minute. I find here in this pamphlet printed in 1918 the following 
language: 

Sec. 8. That no alien shall hereafter be naturalized or admitted as a citizen 
of the United States who can not speak the English language: Provided, That 
this requirement shall not apply to aliens who are physically unable to comply 
therewith, if they are otherwise qualified to become citizens of the United 
States. 

Mr. Crist. That is in the original act and still in force. 

The Chairman. How do you explain that language?— 

Provided , That this requirement shall not apply to aliens who are physically 
unable to comply therewith, if they are otherwise qualified to become citizens 
of the United States. 

Mr. Crist. A deaf-mute, for instance, or one who can not speak 
the language because of some physical defect. 

The Chairman. There are no exemptions made, though, from the 
requirement of ability to speak some language? 

Mr. Crist. There are exemptions made, one of which is the exemp¬ 
tion under the proviso immediately following, which is— 

That the requirements of this section shall not apply to any alien who has 
prior to the passage of this act declared his intention to become a citizen of the 
United States in conformity with the law in force at the date of making such 
declaration. 

That is one exemption, but that has expired because of the decision 
of the Supreme Court in the Morena case, wherein the court held 
all declarations invalid after they are 7 years old. 

Then— 

Provided further, That the requirements of section 8 shall not apply to aliens 
who shall hereafter declare their intention to become citizens and who shall 
make homestead entries upon the public lands of the United States and comply 
in all respects with the laws providing for homestead entries on such lands. 

The homestead law not applying in Connecticut, it was necessary 
for him to enforce the requirements in all cases except the old law 
declarations at that time. 

Mr. Raker. What has been the actual result in operation of this 
requirement of the law that the court should not admit a man to 
citizenship unless he could speak the English language? Has it been 
fairly lived up to and enforced ? 

Mr. Crist. Yes; I think it has when you consider that there was 
no source to which the courts could turn to direct these petitioners to 
go and overcome their handicap. The practice has been something 
like this: In some parts of the country the courts have listened to 
questions propounded in a simple way to aliens, the simplest kind of 
language being resorted to in an effort to get some expression from 
the alien in English of an attachment to our institutions of govern¬ 
ment In many instances the courts have said, “ Is Wilson the Presi¬ 
dent of the United States ? ” Answer, “ Yes.” “ Is the Constitution 
of the United States the fundamental law ? ” Answer, “ Jah.” Arm 
in that way they have gotten enough English expressed by the candi¬ 
date to have the judge, sympathetically inclined because of a personal 


20 


EDUCATION AND AMERICANIZATION. 


acquaintance with the man, to admit him. There have been thou¬ 
sands admitted with no more evidence of ability to speak English 
than I have illustrated to you in that instance. 

Mr. Wilson. Should the judge ask him if the Constitution of the 
United States should be abolished, he would be likely to say, “ Jah,” 
too? 

Mr. Crist. If he asked “ You think the Constitution of the United 
States should be abolished ?” The answer would be “Jah ” or “ Yes ”; 
or “ You don’t think the Constitution of the United States is a good 
thing, do you?” The answer would be “ No,” if he thought the 
judge wanted such answers. 

There have been such questions prepared by sympathetic and well 
meaning people and excluding from the class now those who have 
capitalized the ignorance of the foreigner and published pamphlets 
which cost 3 or 4 cents apiece and which they sold for 25 cents apiece— 
there have been those who have prepared questions and answers for 
these candidates to learn, believing this afforded a short way out 
of the difficulty. Often, at least, before citizenship classes were 
organized, the examiner might fall into the order of questions as 
they have appeared, but sometimes he has changed the order, and 
frequently that has resulted in a man swearing he was 5 years old 
today and had lived in the country for 40 years. I simply refer to 
that as an evidence of the intelligence or information of some of 
these people and their understanding of our language at their ad¬ 
mission to citizenship. This is one more of the elements which 
necessitated the development of the public schools to the responsibili¬ 
ties which they did not see, or which if they did see, they lacked the 
inspiration to assume. 

The Chairman. This section 8 with the two provisions that we 
have read was part of the naturalization law of June 29, 1906? 

Mr. Crist. Yes, sir. 

The Chairman. And that English-speaking requirement has pre¬ 
vailed since then ? 

Mr. Crist. Yes, sir. 

Mr. Kleczka. 1906? 

Mr. Crist. Yes. 

The Chairman. This subdivision ninth reads: “ That for the pur¬ 
pose of carrying on the work of the Bureau of Naturalization of 
sending the names of the candidates for citizenship to the public 
schools and otherwise promoting instruction and training in citizen¬ 
ship responsibilities of applicants for naturalization, as provided in 
this subdivision, authority is hereby given for the reimbursement of 
the printing and binding appropriation of the Department of Labor 
upon the records of the Treasury Department from the naturaliza¬ 
tion fees deposited in the Treasury through the Bureau of Natural¬ 
ization for the cost of publishing the citizenship textbook prepared 
and to be distributed by the Bureau of Naturalization to those can¬ 
didates for citizenship only who are in attendance upon the public 
schools, such reimbursement to be made upon statements by the Com¬ 
missioner of Naturalization of books actually delivered to such 
student candidates for citizenship, and a monthly naturalization 
bulletin, and in this duty to secure the aid of and cooperate with 
the official State and national organizations, including those con- 



EDUCATION AND AMERICANIZATION. 


21 


cerned with vocational education and including personal services ” 
etc. Have you made any progress under that ninth subdivision? 

Mr. Crist. We have made very substantial progress. Under that 
provision we have distributed over 120,000 of the Textbooks, and 
over 11,000 Manuals. Seventeen thousand Textbooks and 500 Man¬ 
uals have been sent to the public schools so far this month. 

The Chairman. You have just one Textbook? 

Mr. Crist. Yes, sir. 

The Chairman. Will you be good enough to have one sent to this 
committee room ? 

Mr. Crist. I have some copies here. 

The Chairman. That ninth subdivision went into effect when ? 

Mr. Crist. On May 9, 1918. 

The Chairman. Another question I want to ask you is: How many 
employees has the bureau in all parts of the United States? 

Mr. Crist. We have 293 including 140 in Washington. I give 
you exact figures. We had to drop, on the 30th of June, 167 ex¬ 
aminers and clerks in the bureau and field and we had 400 at that 
time. There have been a number appointed since by creating a de¬ 
ficiency. 

The Chairman. Are there any naturalization proceedings com¬ 
pleted by the courts without an examination on the part of the Bu¬ 
reau of Naturalization? 

Mr. Crist. I think there are none now, but it is not always possible 
to have a personal investigation of everyone. Indeed, it is not nec¬ 
essary in many cases. An understanding of the candidate is found 
by correspondence. In those cases we send to the alien a question¬ 
naire to which he responds and we send a questionnaire to each of 
his witnesses, and from the statements made there independently of 
one another, or by collusion so far as that is concerned, we ascertain 
the character of the individual. In addition to that in these cases 
the postmaster or the sheriff or somebody in the county where these 
people live will be applied to and reports gotten. This applies to 
practically all of the country west of the Mississippi excepting, of 
course, the large centers where personal investigations are possible. 

Under this provision of the act of May 9, 1918, you asked whether 
progress has been made. There has been progress. During the last 
fiscal year there were 438 communities where the school authorities 
agreed to join in this movement and we send the names of the for¬ 
eigners who are applicants for citizenship, the declarant and his 
wife and the petitioner and his wife, to the school authorities im¬ 
mediately upon the organization of a class in any place. That 
means a total of 2,240 communities where this understanding was 
reached commencing in 1914 and up to the end of last June. 

The Chairman. Two thousand two hundred and forty out of a 
possible how many in round numbers? 

Mr. Crist. Well, we are in touch with about 3,300 places, and 
when we have established full relationship with them I think we 
shall have covered the entire country where foreigners are to be 
found. Most of these places above the 2,240 are in the southern part 
of the country where there is not as yet any great number of foreign 
population. 


22 


EDUCATION AND AMERICANIZATION. 


I have here the report of progress of this work during the month 
of September and it shows 46 communities which came into this 
work during that month, and they are to be found in Arizona, Mis¬ 
souri, Mississippi, Michigan, New Mexico, Minnesota, Alaska, Kan¬ 
sas, Colorado, Ohio, Idaho, California, Washington, Louisiana, Wyo¬ 
ming, North Dakota, New Hampshire, Utah, Montana; there were 
many of them in Washington, Colorado, Montana, and New Mexico. 

We have been in active cooperation with Los Angeles since in 
November, 1914. The cooperation secured in Los Angeles and San 
Jose, as shown by the report, means a renewal of the cooperation 
with the opening of the new school year. 

The Chairman. That is a monthly report, you say ? 

Mr. Crist. Yes, sir. 

The Chairman. Will you be good enough to put that in the record? 

Mr. Crist. Yes, sir. 

United States Department of Labor, 

Bureau of Naturalization, 
Washington, October 15, 1919 

The Secretary : 

I have the honor to submit herewith a monthly progress report for the 
month ended September 30, 1919: 

1. New undertakings under consideration: 

(a) Cancellation proceedings. 

1. Number of such proceedings recommended to the bureau during 


the month_2 

2. Number not authorized by the bureau___0 

3. Number authorized_1 


2. Progress made in carrying out of plans approved or investigations under¬ 
taken. 

(a) Places where plans are in operation or investigations under way. 

(1) The following 46 places have been newly added to the list of 

communities which have agreed during the period covered 
by the report to cooperate with the division of citizenship 
training by establishing citizenship classes in the public 
school—• 

Desloge, Mo.; Biloxi, Miss.; Carlsbad, N. Mex.; Persever¬ 
ance Mine, Alaska; St. Peter, Ivans.; Crested Butte, Colo.; 
Bellaire, Ohio; Lava Hot Springs, Idaho; Richmond, Calif.; 
Centralia, Wash.; Cashmere, Wash.; Basin, Wyo.; Somers- 
worth, N. H.; American Fork, Utah; Deming, N. Mex.; Aguilar, 
Colo.,; Garfield, Utah; Magna, Utah; Brighton, Colo.; Canon 
City, Colo.; South Canon City, Colo.; Starkville, Wyo.; Green 
River, Wyo.; Hurley, N. Mex.; Santa Rita, N. Mex.; Kenner, 
La.; Garden City, Kans.; Clarksdale, Ariz.; Carlton, Minn.; 
Aitkin, Minn.; Caspian, Mich.; Republic, Mich.; Casselton, 
N. Dak.; Lehigh, Mont.; Malta, Mont.; Turner, Mont.; Lost 
Lake, Mont.; Grove, Mont.; Saco District No. 2, Mont.; 
Valleytown, Mont.; Whitewater, Mont.; First Creek, Mont.; 
Neilson, Mont.; Content, Mont.; Lovejoy, District No. 30, 
Mont.; Florence, Wash. 

One hundred and eight places have renewed their coopera¬ 
tion with the division of citizenship training by agreeing to 
continue citizenship classes through the school year 1919-20. 

(2) Distribution of textbooks and manuals— 

Textbooks furnished during month, 6,235; total to date, 103,001. 
Manuals furnished during month, 1,003; total to date, 10.600. 

(3) Substantial progress reported in division’s educational work in 

the following districts: Washington, Chicago, St. Paul, St. 
Louis, Denver, San Francisco, Seattle. 

Chief examiner in Washington district reports that prac¬ 
tically every city conducting night schools during the past year 





EDUCATION AND AMERICANIZATION. 


23 


will be in line this fall, and increased enthusiamsm is being 
manifested in many points, particularly in Savannah, Tampa, 
Birmingham, and several of the smaller towns in Texas. 
The Americanization campaign in Birmingham has proved 
very satisfactory in its results. 

Chief examiner in Chicago district reports installation of 
exhibit and attendance upon All-American Exposition, Chi¬ 
cago, September 1 to 14, where information booth was conducted 
for aliens, employers, teachers, and others, from Chicago and 
other cities and States. An examiner from the Chicago Dis¬ 
trict presented the division’s educational plan before the great 
council of the United States Improved Order of Red Men and 
enlisted their cooperation. Data and material prepared for 
the address of superintendent of schools, Rockford, Ill., before 
the Illinois superintendents of schools at Springfield in con¬ 
nection with the division’s educational activities. 

Chief examiner in St. Paul district reports that extensive 
canvass was made by examiners in the States of Minnesota, 
Michigan, Wisconsin, North Dakota, and South Dakota, in 
securing cooperation of many communities in the work of 
Americanization and in the establishment of new classes. In 
South Dakota a State Americanization office has been insti¬ 
tuted by the South Dakota State superintendent of educa¬ 
tion, and Mr. M. M. Guhin was appointed as State director of 
Americanization. Mr. Guhin is actively cooperating with the 
bureau’s program. He has appointed a regional director at 
Huron and Mitchell, and is planning to have one at Sioux 
Falls. The prospects for the opening of a large number of 
citizenship classes in South Dakota are very good. 

Chief examiner in Denver district reports exceptional 
progress made in the State of Utah, where many communi¬ 
ties have renewed their cooperation in the work of American¬ 
ization by establishing classes, as well as a large number of 
other communities which have enlisted in the work for the 
first time. An alien survey is being made in connection with 
the school census of Utah. Although the superintendents of 
schools have not yet filed their detailed reports with the 
State board of education, yet they have advised the board 
as to the approximate number of aliens in their respective 
communities. The State superintendent advised Examiner 
Frazer that 20 county and district superintendents had agreed 
to undertake this work. Mr. C. N. Child, the new State 
superintendent of schools, Utah, is very enthusiastic about 
the Americanization work, and seems to appreciate that it is 
a field in which the public schools must assume the lead. 
Mr. Arch M. Thurman, of Salt Lake City, has been appointed 
director of Americanization, under the supervision of the 
State board of education, and will devote his entire time to 
this work. 

Chief examiner in San Francisco district reports coopera¬ 
tion of State superintendent of public instruction, Sacramento, 
secured in connection with use of revised textbook throughout 
the public schools of the State. 

Cooperation secured by the division’s educational assistant 
of the State central committee for community organization of 
California. Cooperation also secured in the division’s educa¬ 
tional activities at Los Angeles and San Jose. Acceptance by 
the San Francisco Civic Federation of Women’s Clubs of the 
plans of the division of citizenship training, indorsement of 
the standard course of citizenship training, and the recom¬ 
mendation of it to the extension division of the University of 

California. „ 

Chief examiner in Seattle district reports that Examiner 
Phillips addressed county teachers’ institute at Hoquiam— 
probably 200 teachers present. Concerted action secured at 


24 


EDUCATION AND AMERICANIZATION. 


Raymond, Wash., between Y. M. C. A. and local schools in 
Americanization activities. Cooperation of several county 
superintendents secured in getting rural schools to establish 
citizenship classes. 

(4) Investigations by field districts of 1,271 enemy-alien applicants 
for citizenship. 

(b) Success of plans or modifications found desirable: None. 

3. Cooperation with other departments. 

(a) Contemplated: None. 

(b) Accomplished : 

(1) War and Navy Departments: 

Total number of soldiers and sailors naturalized during 
month, 4,440. 

Total military naturalizations to date, 200,711. 

4. Work completed: None. 

Richard K. Campbell, 
Commissioner of Naturalization. 

Mr. Raker. Those are organizations of the citizens of those com¬ 
munities ? 

Mr. Crist. Those are organizations of the public schools of those 
communities. It should be clearly understood by the committee, Mr. 
Chairman, that in all of these communities where cooperation has 
been pledged by the school authorities the expense of their co¬ 
operation, the expense of their educational activities, the expense of 
organizing the schools, the expense of the employment of supervisors 
and teachers, the expense of the heating, lighting, and janitor serv¬ 
ice for these classrooms, whether they are in the night or in the 
daytime—all of this expense is borne by the community. The under¬ 
standing is perfectly clear that the responsibility of educating their 
illiterates is a civic responsibility to be borne by the city, town, or 
municipality, or the State in which it is located. In no sense is the 
belief general in any community that the responsibility should be 
borne at any other source. This is attested by the fact that in over 
2,280 communities the school authorities have set about to reorganize 
and to secure the necessary funds. These funds are provided through 
private endeavor, where the budget does not specifically do so, until 
the funds can be provided in the regular way. The appropriation 
proposed by the bill H. R. 9949 will be used only as has heretofore 
been done under other appropriations. This fund will be available 
for those officers of the Federal Government who will be used to 
arouse the local sense of responsibility to the point' of action and 
guiding in the maximum development of efficiency. It will be avail¬ 
able for arousing the local support of the public schools in securing 
the attendance of all who are in any sense illiterates. This will be 
accomplished by advice and counsel from our wide experience in 
these matters from years of contact with this problem throughout the 
United States. The accompanying statement shows something of 
the work of our examiners during a part of the last year: 


EDUCATION AND AMERICANIZATION. 


25 


Brief partial summary of educational iconic accomplished by field employees of 
Bureau of Naturalization from July 1, 1918, to May, 1919. 


% 

District. 

Educational visits only. 

Visits on education in connection with 
naturalization work. 

Total. 

Interviews with — 

Organizations, public officios, etc., aroused. 

Communities where classes newly organized 

or reestablished as result of these efforts. 

Number of examiners employed. 2 

School officers. 

Councils of defense, etc. 

Manufacturers and employers. 1 

Other organizations, public officials, 

etc. 

1 

Total. 

Boston. 

90 

20 

110 

126 

5 



138 

12 

D 

1 0 

New York. 

( 3 ) 

3 105 

105 

194 

6 

45 

23 

268 

60 

( 4 ) 

22 

Philadelphia. 

12 

166 

178 

171 

38 

6 

93 

308 

97 

4 

10 

Washington. I). C.s. 

18 

586 

004 

400 

205 

165 

525 

1,295 

167 

51 

14 

Pittsburgh 5 . 

213 

150 

363 

380 

34 

165 

127 

706 

17 

22 

13 

Chic Ago. 

155 

73 

228 

212 

170 

368 

250 

1,000 

116 

28 

24 

St. Louis 6. 

143 

130 

273 

503 

116 

206 

1,083 

1,908 

234 

31 

13 

St. Paul 3 . 

300 

850 

1,150 

1,400 

700 

850 

2,300 

5,250 

1,150 

150 

10 

Denver. 

232 

114 

346 

420 

54 

104 

202 

780 

54 

68 

5 

San Francisco. 

479 

| 223 

712 

296 

109 

135 

1,517 

2,057 

50 

54 

8 

Seattle.. 

102 

139 

241 

338 

63 

17 

428 

846 

35 

58 

10 

Total. 

1,744 

2, 566 

• 

4,310 

4,440 

1,500 

2,068 

6,548 

14,556 

1, 992 

468 

139 


1 Not in relation to rendering aid to file naturalization papers, but in securing cooperation in getting 
employees to attend school. 

2 Includes C. N. E. 

3 Educational work always taken up on regular naturalization trips. 

4 Impossible to state. 

6 Estimated. 

6 Figures not complete. 

The Chairman. This subdivision 9 provides: “ For the cost of 
publishing the citizenship textbook prepared and to be distributed 
by the Bureau of Naturalization to those candidates for citizenship 
only who are in attendance upon the public schools.” 

Is this Teachers’ Manual the textbook? 

Mr. Crist. That is part of it. It is a companion to the Textbook. 

The Chairman. Have you a Textbook with you? 

Mr. Crist. Yes; that.other book immediately in front of you is 
the Textbook. 

Mr. Knutson. By the time he get to page 55 he is getting in 
pretty deep water in this Textbook, is he not? 

Mr. Crist. Yes, sir. 

Mr. Knutson. He is a constitutional lawyer. 

Mr. Crist. Well, hardly; but the Textbook is intended to be used 
by bur schools or in the organization of the classes. The school 
authorities separate the adults according to their general informa¬ 
tion as they manifest it through the general understanding of the 
English language. 

Mr. Knutson. How long would it take them to get to page 55 
here ? 

Mr. Crist. It depends entirely upon the interest and methods pur¬ 
sued by the teacher. 

Mr. Knutson. One term? 



























































26 


EDUCATION AND AMEPJCANIZATION. 


Mr. Crist. Probably. On page 7 of the Teachers’ Manual, the 
last paragraph is as follows: 

Increase tlie number of nouns by obtaining from employers, foremen, or 
others, through individual students or by direct written request, a list of names 
of objects with which the students are surrounded and use in their work. In¬ 
form the employer that these names and their use will be taught to the students 
and that by this means a practical working knowledge of English will be de¬ 
veloped in the most rapid manner. These names should be requested of the 
brightest students at the first lesson. Discuss their uses and bring them into 
the class cmiversation. 

Where they have done that it has meant that the elementary por¬ 
tion of the course has been amplified in its vocabulary and progress 
through the book made in the acquiring of the knowledge of the Eng- 
lis language more slowly than would be indicated, at the first exami¬ 
nation of the book. The plan is to have the Textbook occupy two 
years in pursuing the study—two years because the alien must wait 
two years after he declares his intention before becoming a citizen. 
As soon as he declares his intention to become a citizen we send his 
name and the name of his wife to the local school authorities and 
they get in touch with him and advise him to come to school. We 
also send to the aliens personally addressed letters urging them to 
go to school and telling them that the Government of the United 
States is interested in them because they are going to become citizens. 

Mr. Raker. Right in that connection, Mr. Crist, if it will not 
interrupt you, about what has been the percentage of those who have 
applied for naturalization within the last 10 years, say, that could 
read and write in their own language? 

Mr. Crist. The only answer I could give to that would be in the 
nature of a conclusion from general observation, because we have 
never been equipped to catalogue the applicants in that way to find 
out just how much the} 7 can read and write. I have seen a great 
many applications signed in a foreign language that no one here 
could read unless he could read Syrian or Yiddish. 

The Chairman. Does your bureau made an annual report ? 

Mr. Crist. Yes, sir. 

The Chairman. Is your report completed for this year? 

Mr. Crist. Yes, sir. 

The Chairman. Is it published? 

Mr. Crist. No, sir; it is not published until about the 1st of De¬ 
cember after Congress convenes. 

The Chairman. Is it published as a part of the Department of 
Labor’s report or independently? 

Mr. Crist. Our report as the bureau report goes to the Secretary 
and the Secretary’s report covers the whole department, devoting a 
certain portion to each bureau in addition to the Secretary’s own 
office, so that our report is a separate volume and covers the work of 
the bureau separately for the year. 

Mr. Raker. You did not quite finish the answer to my question as 
to the percentage of those who apply for citizenship who can read 
and write in their own language. 

Mr. Crist. Well, if 50 per cent of them can read in some language 
I think is- 

Mr. Raker. Of those who apply for citizenship ? 

Mr. Crist. Of those who apply for citizenship. 



EDUCATION AND AMERICANIZATION. 27 

Mr. Raker. Then is the other 50 per cent unable to read and write 
at all in any other language? 

Mr. Crist. No ; they can at least write in their own language be¬ 
cause they must at least sign their names. 

Mr. Siegel. Mr. Crist, I do not know whether you are familiar 
with it or not, but an examination made at Ellis Island a few years 
ago at the request of Senator O’Gorman, if you will remember, 
showed that of all the arrivals in the country during that year, 30 
odd per cent of the Avomen could read and 18 per cent of the men 
could read no language at all. 

Now surely people applying for citizenship must have a greater 
percentage of literacy than 50 per cent, because having shown that 
tty a year’s reckoning at Ellis Island, certainly worse conditions do 
not prevail after they get here than when they arrive here. 

Mr. Crist. I say they all must be able to write. What per¬ 
centage of them could read, as I said before, would simply be a sur¬ 
mise, because we have not been able to make any statistical records 
of the applicants at all. 

Mr. Raker. Would it be a fair assumption then to say all those 
who applied in the last fiscal year for citizenship could write ? 

Mr. Siegel. They have to write their name. 

Mr. Raker. I want the record to show it. 

Mr. Crist. They must at least be able to sign the petitions in their 
own writing and they have all done that. 

Mr. Raker. The general assumption then would be that if they 
can write they must know something about reading in their own 
language. 

Mr. Crist. Not necessarily so, because the requirement is that they 
must sign their names. That is the only evidence we get that is 
definite. I have taught aliens to sign their names after a half hour 
of instruction. 

Mr. Knutson. Do you mean that the mere fact they can write 
their names leads to the assumption they can read ? 

Mr. Crist. I say not necessarily. 

Mr. Knutson. But I mean in figuring your percentage. 

Mr. Crist. My percentage that I feel sure of is the one that I 
originally referred to: 75 per cent of them do not comprehend the 
English language sufficiently to undertake intelligently the duties 
of American citizenship. We have repeatedly observed that. That 
is, we have repeatedly looked at that phase of the intelligence and 
understanding of the candidates. 

Mr. Raker. I was assuming there was a fairly large percentage 
of those who made their applications who could write and read in 
some language, their own language,, for instance. Therefore, natur¬ 
ally they are not children in thinking; they have had more or less 
education in their language. The language provided in your Stu¬ 
dent Textbook is simple language, plain, and still touching upon 
the fundamentals of our Government which leads them on to become 
o-ood citizens, and that is what we try to strive at, is it not? 

Mr. Crist. That is the purpose of the Textbook and that is the 
purpose of our work with the public schools. It is not to equip 
the man or woman candidate for citizenship with a mere ability 
to answer questions enough in the court room to be admissible to 
citizenship, but it is to give them a general equipment so that they 
become real American citizens. 


28 


EDUCATION AND AMERICANIZATION. 


Mr. jRaker. In addition to the legislation on the statute books 
which has been read, and with your explanation of the methods and 
procedure had with regard to schooling, would it not be a good, 
wholesome idea to have them present the result of an examination 
and certificate of having attended this school to the court at the 
time they take their final examination? 

Mr. Crist. Yes; and that is being done under the provision read. 
The department, in order to promote the highest efficiency of the 
public schools and the classes where those foreigners are being 
taught, and to sustain interest for the entire term of the school, has 
adopted, at the recommendation of the bureau, two forms of cer¬ 
tificate, a certificate of graduation, which is presented to the peti¬ 
tioner, and a certificate of proficiency for the declarant. We pro¬ 
cured the former last February and distributed about 3,125 in vari¬ 
ous classes throughout the country to the graduating petitioners. 
Those certificates of graduation were accepted by the courts as evi¬ 
dence of the intellectual qualification of the applicants. In addition 
to that- 

Mr. Welty. Before you go to that, by whom were those certifi¬ 
cates signed? 

Mr. Crist. These certificates cf graduation bear the facsimile sig¬ 
natures of the Secretary of Labor, the Commissioner of Naturaliza¬ 
tion, and the Chief Naturalization Examiner in whose district the 
applicant was examined. 

The Chairman. That certificate is what? 

Mr. Crist. A certificate of graduation, which was prepared during 
the last year to contribute toward bringing about the highest effi¬ 
ciency in public schools; as a contributing element only toward that 
end. 

The Chairman. I want to ask you in that connection—I should 
know, but I do not—when a man is given complete naturalization 
in the courts, is he handed a certificate ? 

Mr. Crist. Yes, sir; the practice all over the country under the 
law is to give a certificate of naturalization to him immediately, the 
day he is naturalized. In some courts it is deferred, because of con¬ 
gestion. 

The Chairman. Is there a Federal law requiring that? 

Mr. Crist. Section 13 of the act of 1906 entitles him, for the $t 
he pays, to the filing of his petition, a final hearing, and the enter¬ 
ing of an order of admission, if admitted, and a certificate of citizen¬ 
ship or naturalization. 

The Chairman. An actual certificate is given to him ? 

Mr. Crist. Yes, sir. 

The Chairman. Is that on a form made here in Washington? 

Mr. Crist. That is on a form made here in Washington and pre¬ 
pared under the authority of section 3, on page 4, and you will find 
the form of the certificate- 

Mr. Siegel. Page 45. 

Mr. Crist. The subject matter of the certificate will be found- 

Mr. Siegal. On page 45 of the Student’s Textbook. 

Mr. Crist. That is true, I had overlooked that. That is a picture 
of the certificate of naturalization. 

The Chairman. That does not bear the name of the President of 
the United States, or of the Secretary of State of the United States, 
or of any Federal officials? 





EDUCATtON AND AMERICANIZATION. 


29 


Mr. Crist. No, sir. 

The Chairman. But carries the name of the nidge who naturalized 
the man ? 


Mr. Crist. No, sir. 

Mr. Raker. That is just what it does not show. It is issued by 
the clerk, is it not ? 

Mr. Crist. That is a certificate issued by the clerk of the court 
on an order of the court. Naturalization is purely a judicial pro¬ 
cedure, and, therefore, the clerk of the court issues evidence of the 
court s own action. It is not issued bv the Bureau of Naturalization. 

Mr. R aker. It is primary evidence of his admission to citizenship. 

Mr. Crist. Yes. 

The Chairman. Mould you be in favor of a more elaborate cer¬ 
tificate bearing the name of the President and the Secretary of State 
and seal of the United States? 


Mr. Crtst. During the time that Thomas Jefferson was Secretary 
of State that was the place to which all certificates of naturalization 
were sent, but I think at this date to undertake to have all of them 
issued in that way. with the large number of certificates issuing is a 
question that would have to be carefully considered. 

The Chairman. I mean the signature in facsimile, cf course. 

Mr. Crist. The probabilities are it might be a good tiring in the 
eyes of the recipients. It would stimulate them, I think, through a 
closer sense of relationship to the Government, and probably be one 
of many elements with which they might well be surrounded to raise 
in them a higher sense of loyalty and attachment to the citizenship 
of the country. 

Mr. Siegel. Mr. Crist, I want to get one thing cleared up and I 
think the committee would, as well. 

Mr. Raker. Would you not let him finish with the certificate of 
graduation? He has not gotten quite through. I want to know if 
that is only a regulation by the department, this certificate of his 
graduation by the school, at the present time? 

Mr. Crist. It is only by administrative action that the certificate 
lias been added. 

Mr. Raker. Does the teacher of the school sign that ? 

Mr. Crist. Yes; when the certificate is issued it is issued after the 
examiner examines the candidate for admission and it is then turned 
over to the school authorities, and the school officials, including the 
teacher, generally, also sigh the certificate, so that it represents the 
joint action of the Federal and the State Governments. 

Mr. Raker. What I wanted to know, that being the case, and it 


only being voluntary now as far as a court is concerned, that the 
court can adopt a rule that that be required, but there is no question 
of compulsion on the part of the court. Now, would not it be a 
good idea if we also write into the law that that certificate should be 
required, in addition to other evidence, before the applicant could 
be admitted? 

Mr. Crist. In some cases it would be very good. But let us assume 
that there are cases of well-educated people—and there are such 
cases, of course, of well-educated foreigners who are candidates for 
citizenship. We do not feel that there is any necessity for them to 
go through the doorway of the public schools and get a certificate 
from the public schools as a condition precedent to their admission to 
citizenship. 


30 


EDUCATION AND AMERICANIZATION. 


For instance, I might refer to a letter that came in response to one 
of our form letters to the candidates. This letter stated that the 
recipient was tremendously interested by the receipt of this letter. 
He said, “ I think Uncle Sam is on the right track at last. I was 
educated in Oxford University; I have taken an engineering course 
in this country; I have married an American girl and I have two 
children, one of whom is a candidate for the Presidency and the 
other for a job in the Bureau of Naturalization.” So I assume the sec¬ 
ond one was a girl. He says, “ You say that the Government is inter¬ 
ested in getting me a better job. That is fine for all who need it. 
Last year I paid income tax on $4,000, and I am always looking 
around for a chance to increase and better my position, but I do not 
think the night schools of New York City would be the place where 
I should go. However, this is in no sense a criticism; it is a com¬ 
mendation and, therefore, I approve of this work, but you will admit 
that it does not apply to me.” 

Mr. Raker. Well, right there, let us see whether it does or not. He 
had not applied for or been admitted to citizenship ? 

Mr. Crist. He was an applicant for citizenship and one to whom 
we sent our letter that goes to applicants. 

The Chairman. Do you have the form of that letter? 

Mr. Crist. Yes, sir; we have two; one for the wife as well as the 
declarant or the petitioner. 

The Chairman. Will you put them in? 

Mr. Crist. Yes, sir; I will put them in the record. 


United States Department of Labor, 

Bureau of Naturalization, 
Division of Citizenship Training, 

Washington, ■— 


Dear Sir : 1. You have taken steps to become an American citizen, and 
because of this the United States Government is greatly interested in you and 
wishes to help you. The public schools where you live have classes for men 
and women who wish to learn how to speak, read, and write the language of 
America and to learn how to become good American citizens. The superin¬ 
tendent of schools has been told that you desire to become a citizen, and he 
will be expecting you to join the classes in his schools. The Government will 
give you free of cost a book to study from. 

2. These classes will help you in many ways. After you have learned some 
of the lessons you will be given a diploma from the Government and the school, 
which are working together for your benefit. When you have completed the 
course you will be given a beautiful certificate of graduation, signed by Govern¬ 
ment and public-school officials, which may be framed and hung in your home. 
This certificate will show the judge that you are ready to become an American 
citizen. All the members of these classes are men and women, some of them 
are Americans, and you will no doubt make many friends there. The instruc¬ 
tion may also help you to secure a better position paying more money. 

3. Go to-day to the nearest schoolliouse and tell the teacher that you want 
to join the classes in English and citizenship, and you will be told the best 
school for you and when the classes meet. 

4. If you do not feel that you need this instruction, please urge those who 
are in need of it to enroll in these classes. Your services are greatly needed 
at this time to help make America a more perfect home for free people. Your 
Government does not know of anything you can do that will give it greater sup¬ 
port than to talk of the benefits that can be obtained from attending these 
classes, where the American customs and language are taught those who do not 
know how to speak our tongue. This is an urgent appeal from your Govern¬ 
ment to help your adopted country, even before you become a citizen of it. 

Cordially, yours, 


Raymond F. Crist, 

Director of Citizenship. 



EDUCATION AND AMERICANIZATION. 


31 


United States Department of Labor, 

Bureau of Naturalization, 

Division of Citizenship Training, 

Washington, -. 

Dear Madam : 1. The United States is especially interested in you because your 
husband has taken steps to become an American citizen and because you, too, 
will become an American citizen when he becomes naturalized. America is to be 
your home, and the Government knows that you want to be an American in 
every respect. If you have children they may be attending school and learning 
the customs and language of America. Your husband, in his work with 
Americans, is learning American ways, and the Division of Citizenship Training 
wants to help you to learn American ways, too. In the old country you had 
little chance to learn, but in this country education is as free to women as to 
men, and women help make the laws. 

2. Th United States Government, by the Division of Citizenship Training, is 
sending you this letter to invite you to join a class of men and women in the 
public school who are learning how to speak, read, and write the language of 
America. They are learning the things they need to know in order to become 
good American citizens, and the women are being shown also how to make their 
homes into American homes. 

3. All-of the members of these classes are men and women, and some of them 
are Americans. The Government will give you a book without cost to study 
from and a beautiful certificate of graduation when you have completed the 
course. 

4. Your name has been sent to your superintendent of schools and he will be 
expecting you to come to these classes. In order that you and your husband 
may get these benefits as soon as possible you should go to the nearest school- 
house at once and a teacher will tell you the best school for you both, and when 
it will be open. 

5. If you feel that you are fully prepared for citizenship you will be perform¬ 
ing a patriotic sendee if you will tell others about these classes and urge them 
to attend. 

Cordially, yours, Raymond F. Crist, 

Director of Citizenship. 

The Chairman. Does that letter say the United States is inter¬ 
ested in getting the candidate a better job? 

Mr. Crist, it says that in effect; that if he will go to school and 
learn more about the language and equip himself the Government 
is interested in him, and that this may get him a better-paying 
position; not that the Government is to get him a better job or will 
do so, but that the course of instruction which the schools will give 
him will fit him for a better job. It also tells the wife that she can 
in the schools learn how to establish an American home. 

Mr. Siegel. Now, Mr. Crist, I want to get one or two things 
clear, if possible, and see whether my impression is right or wrong 
from what you testified before. Do I understand you correctly to 
say that 55' per cent of the 200,000 people admitted to citizenship 
last year were unable to read or write any language? 

Mr. Crist. No; I did not say that. What I said was we have 

admitted to citizenship- 

The Chairman. Counting about how many as the average per 
vear ? 

Mr. Siegel. Two hundred thousand. In other words, that 150,000 
of the 200,000 admitted to citizenship are unfit for citizenship. 

The Chairman. Oh, no. 

Mr. Crist. No; I did not say that. * 

Mr. Siegel. Can not read or write English? 

Mr. Crist. I have no basis for that statement, as I said or in¬ 
tended to say to Judge Raker when he asked me that question. I 
have no basis for a statement of what their ability is to read or 


150116—19-9 





32 


EDUCATION AND AMERICANIZATION. 


write our language or any other language. I do have a basis upon 
which to determine something about their ability to write, because 
the law requires them to sign the petition in their own handwriting. 
It does not require them to sign their declarations in their own 
handwriting, and many are signed by a mark. 

Mr. Siegel. And the petition is made and the three years have 
run, so five years of time is up, and they make their application, 
and then within three months those applicants are examined by 
examiners. Let us take New York City, with which I am familiar. 
They are examined by the examiners at 5 Beekman Street. Now, 
they could, if desired, keep a record for six months’ or a year’s time 
as to their knowledge—whether they could read or write—could 
they not? 

Mr. Crist. They could, if we ever had the opportunity of going 
into statistical information of that kind, but the number of appli¬ 
cants appearing at No. 5 Beekman Street has been so great that 
only the most formal kind of an examination can be made; the 
time admits of nothing more and, therefore, we have no way to 
answer the question. 

Mr. Siegel. The information could be gotten if we had the space 
and a sufficient number of men there ? 

Mr. Crist. Y es; if that were so; but that is something for the 
future to provide. 

The Chairman. You say you have naturalized in the last year 

200 , 000 ? 

Mr. Crist. That lias been the average for 10 years, excepting the 
first year as it was only a nine months’ period. That is for the 
whole country. 

The Chairman. Do you want it inferred that last year there were 
more than you could take care of? 

Mr. Crist. No, sir. 

The Chairman. You have taken care of all those who have 
applied ? 

Mr. Crist. We have taken care of all those who have applied. 
We have made an oral examination of all in the large cities, and 
we have made a written examination of those not in the large cities. 

The Chairman. What is your estimate of the number of un- 
naturalized aliens in the United States? 

Mr. Crist. I think there are in the neighborhood of 11,000,000 
who are not citizens; there are probably 2,000,000 and maybe 2,500,- 
000 of them who have declared their intention of that 11,000,000, 
leaving in the neighborhood of 8,500,000 to 9,000,000 who have taken 
no steps toward American citizenship. 

The Chairman. And we are putting them into citizenship at the 
rate of 200,000 a year? 

Mr. Crist. Yes, sir. 

The Chairman. A slow process. 

Mr. Crist. Very slow. 

The Chairman. And that it would indicate it is almost hopeless 
then under the present method ? 

Mr. Crist. The average has increased in the last two years. For 
example, from July 1, 1918, to June 30, 1919, there were 346,827 
aliens who declared their intention as against 137,229 in the year 
ended June 30, 1908. 


t 


EDUCATION AND AMERICANIZATION. 33 

Ihe Chairman. And is that an increase which came about as a 
result of war activity ? 

Mr. Crist. No; I think the war activity- 

The Chairman. And other activities? 

Mr. Crist. And other activities. 

The Chairman. How much increase was it? 

Mr. Crist. From 137,229, which was the first complete year, and 
that ended on June 30, 1908, to 346,827 in 1919. That is first papers. 
There was a gradual increase from 137,229 in 1908 to 245,815 in 1915. 

The Chairman. Taking out first papers? 

Mr. Crist. Yes, sir; declarations of intentions. In 1916 there was 
a falling off to 207,935; in 1917 there was an increase up to 438,748. 
That increase occurred during the period from January 1 to June 
30, 1917. There were more declarations of intention made in the 
three months of April, May, and June, 1917, than in any other fiscal 
year, entire year, with the exception of the 245,815 filed in 1915. 
There were a great many forces, as you may readily see, that could 
have induced that. 

The Chairman. Now, Mr. Crist, before we get away from it, how 
do you get your figures that you have ? It would amount to a plain 
statement of 11,000,000 aliens in the United States, would it not? 

Mr. Crist. Yes; the 11,000,000 would include all declarants. 

The Chairman. Let us get the number of aliens in the United 
States this year. Is 11,000,000 your statement? 

Mr. Crist. Yes, sir. 

Mr. Siegel. That includes men, women, and children ? 

Mr. Crist. Yes, sir; foreign born; not citizens. 

The Chairman. How do you arrive at that? 

Mr. Crist. The 1910 census showed 13,500,000 aliens in round 
numbers here. I can not recall the odd numbers. 

The Chairman. That is near enough. 

Mr. Crist. It also showed in round numbers 3,500,000 citizens by 
naturalization in the United States. That left in round numbers 
10,000,000. During the period from 1910 to 1915, five years, that is, 
to June 30, 1914, which was the time just preceding the cessation of 
immigration that was of course brought about by the war in Europe 
in 1914, during that period there were approximately 3,000,000 
immigrants who came to this country and they represent the immi¬ 
grants staying here. They do not include the nonimmigrant 
aliens who came, nor do they include immigrants going out annually. 
That would mean a net increase to the population in that five-year 
period of approximately 3,000,000 added to the 13,500,000. 

The Chairman. Which would be- 

Mr. Crist. About 17,000,000, counting those coming since June, 
1914. 

Mr. Siegel. What percentage have you allowed for the death rate 
in the country? 

The Chairman. He is going to carry it out now. 

Mr. Crist. During the period from 1915 on there have been about 
400,000 or 500,000 who have come as immigrants according to 
the figures of the Immigration Bureau. 

The Chairman. If your figures are correct the statements that 
have been made before the committee from time to time that there 




34 


EDUCATION AND AMERICANIZATION. 


are in round numbers 20,000,000 aliens in the United States was 
wrong? 

Mr. Crist. Of course, it is impossible for me to give the exact 
census of aliens in this country. I have arrived at my conclusion in 
the way I have illustrated. 

The Chairman. There was one statement you made I did not quite 
understand. Did you say that the last census, nearly 10 years ago, 
disclosed the number of naturalized citizens in the country to be 
3,000,000? 

Mr. Crist. 13,500,000 aliens in the country and in that they 
showed 3,500,000 who were naturalized. 

The Chairman. In all the time ahead of that? 

Mr. Crist. Who were here at the taking of that census. 

The Chairman. We had living in the United States only 3,500,000 
naturalized citizens? 

Mr. Crist. That is the w T ay I understand, and 10,000,000 un¬ 
naturalized. 

Mr. Welty. The figures are 13,515,086. 

Mr. Crist. I knew there were a little over the number I gave of 
aliens in 1910. 

The Chairman. What are you reading from, Mr. Welty? 

Mr. Welty. A table prepared by those interested in the Smith- 
Towner educational bill. 

Mr. Crist. That comes from the census. 

The Chairman. Have you a report from your bureau? 

Mr. Crist. I have here a tabulation from the Immigration Bureau 
reports and from the records of the Bureau of Naturalization. 

The Chairman. Will you be good enough to put that into the 
record ? 

Mr. Crist. I shall be glad to submit it, and here are copies for the 
members, if they care for them. 

Foreign born applying for citizenship through the Bureau of Naturalization . 


Years. 

4 

Net im¬ 
migra¬ 
tion. 

Total 

incoming 

immigra^ 

tion. 

Declara¬ 

tions 

filed. 

Peti¬ 

tions 

filed. 

Total 

candi¬ 

dates. 

Total 
applying 
for citi¬ 
zenship, 
including 
deriva¬ 
tive 

citizens. 

1907. 

1,007,163 
209,867 
543,843 
817,619 
512,085 
401,863 
815,303 
769, 276 
50,070 
125, 941 
216,498 
18, 585 
20, 790 

1,285,349 
782,870 
751, 786 
1,041,570 
878,587 
838,172 
1,197,392 
1,218,480 
326, 700 
298,826 
295,403 
110,618 
237,021 

1 73,723 
137,229 
145, 794 
167,226 
186,157 
169,142 
181, 632 
214,016 
245,815 
207,935 
438, 748 
335,069 
346,827 




1908. 




1909. 




1910. 




1911. 




1912. 




1913. 




1914. 




1915. 




1916. 




1917. 




1918. 

174,409 
234,903 

509,478 
581,730 

1,082,640 
1,236, 170 

1919. 



1 Nine months only. 


Field of annual contact of the Federal Government and the cooperating 
public schools with the immigrant population seeking citizenship, compared 
with annual immigration to this country. This contact can only be effected 
through the division of citizenship training of the Bureau of Naturalization. 










































EDUCATION AND AMERICANIZATION. 


35 


Net immigration represents the additions to the foreign population after 
deducting the outgoing and non-immigrant incoming aliens from the total 
incoming immigration. 

Years of experience and counts repeatedly made show an average of 1.125 
of citizens derive citizenship through the petitioner. 

Mr. Raker. Now, Mr. Crist, about how many male adults would 
that leave of aliens unnaturalized in the United States, say, at the 
1st of July, 1919, approximately, of course? 

Mr. Crist. I will answer that in this way: That for years there 
have been counts made of petitions for naturalization to ascertain 
the number of people on an average, who would become citizens 
of the United States with the admission of the petitioner. It has 
been found and the statement appears on this tabulation here, that 
an average of 1.125 derive citizenship from the act of the petitioner, 
showing that when a petitioner is admitted to citizenship we add 
2.125 citizens to the country. That means the wife and minor 
children born abroad who derive citizenship average 1.125 to the 
petitioner. 

Now, if you can draw a conclusion from that as to the number 
of the 10,000,000 or 9,000,000 who are aliens who are adults, that 
is the nearest answer I could give to your question. It would show 
that with each man alien there are 1.125 more noncitizens. I do 
not know how many of them are adults, but there have been sur¬ 
veys made which show among certain nationalities, such as Greeks, 
Armenians, Lithuanians, Croatians, and other central European 
countries that upward of 90 per cent of them are not candidates 
for citizenship. That would go to bear out the conclusion I have 
expressed here, I think, that out of the total alien born popula¬ 
tion of the country there must be at least from 10,000,000 to 11,- 
000,000 yet to take steps for citizenship, and I believe of them 80 
per cent will do so. 

Mr. White. Do you mean there are that many nondeclarants in 
the United States at this time approximately? 

Mr. Crist. No; I mean of the 11.000,000 that are not citizens 
probably 2,000,000 or 2,500,000 have taken the first step; the remain¬ 
der have taken no steps. 

Mr. White. And there are between eight and nine million of non- 
declarants ? 

Mr. Crist. Yes, sir. * . . 

Mr. White. What percentage of those, if you can state, would 
automatically become citizens through the fact that their parents 
becoming declarants and taking out citizenship? 

Mr. Crist. Well, I should say somewhat over 50 per cent of 
them would become citizens, because where they have large families 
most of the children; or many of them, at least, are to be found as 
native-born to this country, so their citizenship is established. 

The Chairman. If they are native-born they are not counted as 
aliens at all? 

Mr. Crist. They are natives of this country. The census record 
did not include them as aliens, but as natives. 

The Chairman. As citizens? 

Mr. Crist. Native-born and citizens.. 

Mr. White. When they are under majority? 


36 


EDUCATION AND AMERICANIZATION. 


Mr. Crist. They are citizens when they are born, but do not exer¬ 
cise full citizenship rights until they are 21 years old. 

Mr. Siegel. No provision has been made in your figures or by any¬ 
body of the death rate in the country during the last nine years. Y on 
assume all these children are still alive. I think it is stated repeatedly 
that when a man is 21 years of age that 20 years later the people who 
voted at that time are practically wiped out of existence ? 

Mr. Crist. There are estimates larger than the one I have given, 
as the chairman has indicated. 

Mr. Siegel. There is no question about that. 

Mr. Crist. And I have thought probably that there is latitude in 
my figures and I have offered them as approximate. Possibly be¬ 
tween the number that I think are here, and the number stated by 
others as their belief of the number who are here, there may be 
enough to account for those who have died. 

Mr. Siegel. Of course, next year we will get the figures when the 
census is over. 

Mr. Taker. Mr. Crist, is not this the real situation from your 
statement, that while you can not get the exact number of the various 
degrees of ignorance as suggested, there are enough who lack qualifi¬ 
cations to make the condition alarming and to the end that legisla¬ 
tion as suggested ought to be enacted to relieve our present condition ? 

Mr. Crist. There is no question in my mind but that the condition 
is one to cause grave concern, and almost any evil results may grow 
out of the undigested foreign mass throughout our country. I think 
that as a body of people they are law abiding. Their first inclination 
is one of sympathy with this country and its institutions and, of 
course, we all know from even a reading of the newspapers that they 
are moved and swayed by American-born citizens, naturalized citi¬ 
zens and aliens, to acts of all kinds of violence. 

Mr. Kleczka. I think there is one statement you might interpret. 
You say there are 11,000,000 aliens in this country and over 2,000,000 
aliens have made declaration to become citizens. 

Mr. Crist. I think that is very near the number we have here. 

Mr. Kleczka. This 11,000,000 includes men, women, and children. 
Taking the basis of 2,000,000 is not that a fair indication that the 
great proportion of the aliens, the heads of the families, intend to be¬ 
come American citizens on the basis that all these aliens have large 
families and that the wife and the children are included in the 
9,000,000? Is that not a pretty good indication that of this portion 
a big proportion of the aliens here intend to become American citi¬ 
zens? 

Mr. Crist. That is a good indication. Yet I think I have a great 
many other evidences that are probably more conclusive of their in¬ 
tention than that. For instance, in St. Louis, in the general 
school- 

Mr. Kelczka. Just a moment. If we take an average family of a 
husband and wife and four children-- 

Mr. Box. He has the correct average. 

Mr. Crist. The average, as the records in the Naturalization Bu¬ 
reau have shown, is not just that. The average is 1.125 who derive 
citizenship, because there are many of them who are not married, 
and then there are those who in bringing over their children born 




EDUCATION AND AMERICANIZATION. 


37 


abroad have deferred naturalization until some of their children have 
become of age and they have become naturalized independent of 
their parents. Their other children, being natives, are not listed 
among the foreign born. The average is 2.125 persons to the family 
with each direct naturalization. 

Mr. Kleczka. If you take an average family as consisting of a hus¬ 
band, wife, and four children would you say that was above the 
average ? 

Mr. Crist. If I should take that as the average family, I think I 
should have to conclude that the husband and wife and one of the 
children were born abroad and the others born here, because they 
represent the average deriving citizenship. The others would seem 
to indicate that the minor children still remaining were born here as 
the. other children have been eliminated b} 7 arriving at the age of 
majority. 

The Chairman. We will stand adjourned, to meet at 10.30 to-mor¬ 
row. 

(Thereupon at 12 o’clock, the committee adjourned.) 


Friday, October 17, 1919. 

STATEMENT OF MR. RAYMOND F. CRIST, DIRECTOR OF CITIZEN¬ 
SHIP, BUREAU OF NATURALIZATION, DEPARTMENT OF LABOR. 

* 

The Chairman. Mr. Crist has again come before the committee 
at our request. Yesterday he was asked many questions and gave 
information on the progress of naturalization throughout the United 
States. I would like to have him proceed this morning, and, if pos¬ 
sible, develop a plan which he thinks the committee might adopt and 
carry with it certain progress in bills already presented for the per¬ 
fection of the naturalization laws. 

Before you start with your statement, Mr. Crist, I would like 
to ask you if you think this committee should report out a bill that 
will provide for making easier some of the processes of naturaliza¬ 
tion; for instance, in regard to witnesses, in regard to correction of 
errors, and so on, or whether we should hold these proposed amend¬ 
ments and add them to our general naturalization bill. 

Mr. Crist. I think that a bill should be reported out of the com¬ 
mittee that would cure all the defects in the law which a period of 
12 years of administrative supei^ision has disclosed. I think that 
bill should provide for the curing of that condition which grows pri¬ 
marily out of our political undigested mass of foreign born by ex¬ 
tending the authority now exercised by the Division of Citizenship 
Training of the Department of Labor so that we can bring into the 
public schools all persons of the age of 18 years and upward who are 
illiterates in our language. We are bringing many thousands of 
aliens into these citizenship classes. Some American illiterates are 
attending these classes. Many thousands more can be at once brought 
into these classes by our activity if we are but authorized to do so. 
We can get virtually every illiterate adult American to attend these 
citizenship classes without any additional appropriation if we are 
given the authority by law to do so. It would take a very long while 



38 


EDUCATION AND AMERICANIZATION. 


to reach all of them though with our present personnel. We should 
have funds enough to induce them to take this step very quickly as 
the welfare of the country demands the early elimination of illit¬ 
eracy from every part of the Nation. 

Principally, the defects in the law are those that are found in the 
method to prove residence within the State in which the alien lives at 
the time of petitioning for naturalization. There are some other 
defects. One of them will be found in the act of May 9, 1918, regard¬ 
ing the declaration of intention, which, under that law, can not be 
made within 30 days preceding or including election day. That re¬ 
lates to any election. 

Briefly, the cause for the necessity of the change of the prohibition 
of the taking out of the declaration of intention is found in this, that 
so many States have primary elections and special elections and they 
occur throughout the year. It makes it in many States a very diffi¬ 
cult thing for a foreigner to find the time when he can come in and 
declare his intention. If that limitation were confined to the States 
where the franchise is extended to aliens who hold their declarations 
of intention, I think that would cure that defect. 

There are now four States, I think, remaining where the alien 
may vote. Those States are Texas, Missouri, Arkansas, and Indi¬ 
ana, unless Texas has just recently changed it. 

Mr. Box. That has been discussed and, I think, done. 

Mr. Crist. I knew they were discussing the change in the con¬ 
stitution in Texas, but 1 have not as yet heard that it has been 
accomplished. 

Mr. Box. It must have been. 

Mr. Crist. Michigan still allows voting of aliens who declared 
their intention prior to 1894, I think; for two and a half years 
immediately preceding November, 1894. Of course, the Supreme 
Court of the United States having ruled that the declaration of in¬ 
tention is invalid for all purposes after it is 7 years old, that may 
have invalidated all those who have been voting in the past on 
declarations in Michigan. However that may be, those are the 
only States. There were seven States, and Kansas, Nebraska, and 
South Dakota, about a year ago, changed their constitutions. I 
think it leaves those States remaining. 

It is that provision contained in the bill introduced by Represen¬ 
tative Voigt, which was discussed a day or two ago, which, if 
embodied in law, w T ould cure that defect. 

With regard to the taking of depositions for proof of residence 
outside of the State, there is no real reason for maintaining the 
present arbitrary boundary lines. Originally, when the bill was 
framed after consideration in 1905 by the Naturalization Commis¬ 
sion, and passed in 1906, those who studied the question and the 
committees here in Congress who went carefully into the revision 
of the naturalization laws, concluded upon the State boundaries. 

Experience lias shown that in a number of cases an unnecessary 
hardship is placed upon applicants for citizenship. They are ap¬ 
plicants with whom there is in no way any reason for excluding 
them from citizenship. They are generally people who are ministers 
or farming people; workers in special industries such as beet-sugar 
workers in Nebraska and probably in Kansas, who go from one 


EDUCATION AND AMERICANIZATION. 


39 


part of the State, where they live, in the eastern part, to the western 
beet-sugar fields and stay there for quite a while, sometimes a longer 
time than a season. The courts have been somewhat strict in the 
interpretation of the law and the application of that particular pro¬ 
vision. They have held that there must be a frequent meeting of 
the witnesses and the petitioner. There are many other parts of 
the country where the hardship is equally experienced as, for in¬ 
stance, in large cities like Boston, Chicago, and New York. In 
those cities a man might live in one part of the city for two or three 
. years and there meet American citizens. He may go to another 
part of the city and lose all track of these American citizens and 
they of him. He becomes acquainted with others. In Chicago a 
man may live around the neighborhood of the city west of the loop 
for years and may then go down into South Chicago and engage in 
work in the steel mills, losing entire connection with his American 
citizens in the first place of residence within the city and county, 
and thereby be required to wait until he has lived in his new part 
of the county for five years in order to establish an acquaintanceship 
with two citizens through a period of five years. 

The Chairman. I think that was explained to the committee the 
other dajq and I suppose the committee is prepared to develop that 
bill. The question comes now whether to go immediately ahead 
with that bill, with one or two additions, and to make such bill part 
of a broad naturalization plan. 

Mr. Crist. I see no reason why the committee should take two 
bites at the cherry. It seems to me that the other provisions con¬ 
tained in the bill H. R. 9949 would be most desirable for inclusion 
in any legislation, and equally desirable with those that are included 
in the Voigt bill referred to. 

The Chairman. What appropriations have you received for the 
educational work in connection with public schools? 

Mr. Raker. Before he goes on that educational matter, would he 
not give the committee what are his suggestions as to how he would 
modify the present law relative to witnesses? What would be your 
new provisions or suggestions of new provisions as to the procure¬ 
ment of witnesses upon the final hearing for the final certificate of 
naturalization? 

Mr. Box. Does the Lufkin bill or the Voigt bill, one or the other, 
embody these suggestions? 

Mr. Crist. The Voigt bill, I think, ideally provides the new ma¬ 
chinery necessary to relieve the aliens of all embarrassment. 

Mr. Sabath. In what respect? 

Mr. Crist. The embarrassment that has grown out of the inability 
to procure two witnesses on account of change of residence. 

Mr. Raker. It might relieve the applicant alien of some incon¬ 
venience, but what as to the public interest? 

Mr. Crist. I think it is ideal in its application to the public as 

well. 

The Chairman. That is the Voigt bill, H. R. 9314. 

Mr. Crist. The citizenship of the country would suffer no embar¬ 
rassment or lowering of its standards by bringing into it those who 
are otherwise qualified. It should be considered that it is a require¬ 
ment of the individual to know two citizens within the State during 


40 


EDUCATION AND AMERICANIZATION. 


the whole time of the five years’ residence. His moral character is 
not involved in any Avay, his attachment to the principles of the 
Constitution is not at all affected, but merely because he moved from 
one part of the country to another, he is under a disability because 
of the inflexibility of the law. There is no advantage to the country 
that grows out of the requirement upon him to live in one place 
for five years within a State. 

Mr. Raker. In a word, what is the new idea suggested as to the 
witnesses ? 

The Chairman. Let us read the section. 

Mr. Raker. I would rather have his explanation of it from him 
first-hand. 

Mr. Crist. The new provision allows an alien to produce two wit- 
nessestyo his petition and at the final hearing who have known him 
for all of the time that he has resided at the place where he resides 
when he files his petition. The residence prior to that time may be 
covered if it is outside of the county by two witnesses who may not 
have appeared before the court, but who may on the other hand 
be allowed to give depositions as to the residence of the applicant 
in other parts of the State and other parts of the United States. 
That changes the law to allow depositions to prove residence within 
the State and outside of the county in which he lives. That is a 
general provision. There is a special exception to that to cover 
the cases of thousands in such places as New York, Chicago, around 
Boston, and even in Rhode Island, as small a State as that, where 
the aliens move from one place of residence within the county to 
another place of residence in the same county. They do this because 
of their vocations. 

Mr. Raker. You do not allow depositions in those cases? 

Mr. Crist. In the latter cases the petitioner will be allowed to 
bring two sets of witnesses, who will be present when he files his 
petition and also be present in court. 

Mr. Raker. That is, in a large city or in a thickly congested 
county he can bring two sets of witnesses who knew him at different 
times to prove his residence for five years. In the more sparsely 
settled country, or if he has lived outside of the city, he can go to 
another State or county and procure depositions to his residence 
there to supplement the witnesses in the place where he is making 
his final application? 

Mr. Crist. Yes. In thickly settled counties, if he has lived in two 
parts of the county where he petitions and from that cause alone 
could not prove his entire residence in that county by two witnesses, 
four could be used, two for each place. 

Mr. Siegel. Has there been some complaint about people who 
reside in New York County, in the southern district of New York, 
and moving over to Brooklyn, in the eastern district, as to the place 
where they have to proceed with the final papers in order to become 
citizens ? 

Mr. Crist. Yes; there has been some trouble, but the passage of 
this proposed amendment would eliminate it. 

Mr. Siegel. It would eliminate it? 

Mr. Crist. Yes; but under the present law, if he lives in Manhat¬ 
tan County for two or three years and goes over to Kings County to 


EDUCATION AND AMERICANIZATION. 


41 


live, lie would have to live in Kings County for five years unless he 
could bring two citizens from Manhattan County who knew him for 
all the time. Often they lose sight of the alien. It is not his asso¬ 
ciates whom he is to bring—his associates largely are foreigners— 
but he must now bring two citizens as his witnesses to the entire 
five years’ continuous residence. 

Mr. Siegel. The courts have been very strict in construing in New 
1 ork that you must know the man and constantly see him during 
the five years in order to testify to his character, reputation, and 
loyalty, and when a man moves from New York to Brooklyn that 
becomes a different district in the courts of the United States, one 
being the southern and the other the eastern district. The result of 
it is that it has created a lot of confusion over there. 

The Chairman. I would like to say, Judge Raker, that this par¬ 
ticular section of Representative Voigt’s bill is the result of a letter 
writen to him by the clerk of the couiT, was it not ? 

Mr. Voigt. What section is that? 

The Chairman. Section 10. I think that he came to the room of 
this committee with that complaint, and at my suggestion he under¬ 
took to provide a way out of it. Similar complaints have been handed 
to this committee by representatives from Colorado, and from Cali¬ 
fornia as well, the State of Washington, and perhaps other States, 
the argument being that a man living in eastern Colorado and known 
there, on moving to another part of Colorado, can not complete his 
naturalization; and in the southern part of California loses sight 
of his citizen friends when he goes to other parts of that great State. 

Mr. Voigt. I put in the amendment which is found on page 2, 
line 6, H. R. 9314 on the suggestion of the clerk of the court of my 
home county. The object of that amendment is to do away with 
the restriction of taking out first papers within 30 days of an 
election. The Naturalization Bureau holds that the word election 
as used in the law refers to any election. That is, it refers to the 
referendum elections, and the municipal spring elections, and the 
clerk of my court wrote me that in the month of March, within 30 
days of our April election he had filed 290 declarations of intention. 

The object of the amendment is to validate these declarations of 
intentions. On section 10, the last amendment proposed by this bill,. 
I had a letter a few days ago which said that the Association of 
Clerks of Courts in my State had recommended such an amendment 
as this. 

The Chairman. The same thing was done in other States. 

Mr. Raker. Has there been any specific reason shown and pre¬ 
sented to the committee by letter or request or information showing 
that any injustice has been done in requiring the application to bo 
made a certain number of days before the election? 

Mr. Sabath. About six or eight years ago that question came up, 
and because some of the courts held that primaries are elections, pri¬ 
mary elections, they held that any application or declaration filed 
before a primary or any kind of an election will debar the man 
from prosecuting his declaration to a final citizenship. Conse¬ 
quently, we have thus amended the act and put in the words “ gen¬ 
eral election.” But we do not amend it in two or three places where 
it should have been amended; we put in the amendment only in one 


42 


EDUCATION AND AMERICANIZATION. 


proviso and left the other stand and, consequently, the law now says 
elections, does not say general election, and they still have the trouble 
in many States that where people have filed the declaration of inten¬ 
tion 30 days before any kind of an election their applications are 
null and void. 

Mr. Raker. My recollection is that there was one provision that 
the application should not be filed before a general election. The 
only thing is to harmonize the other section and place it all to a gen¬ 
eral election. 

Mr. Siegel. I would go further. It seems to me the whole thing 
ought to be wiped out. The question whether a man has a right to 
vote, whether a citizen or a declarant, is a matter solely for the 
State, and if the State wants to go to work to pass a proviso, as in 
New York, you must become a citizen 100 days before the election 
before you can vote. If the other three States want to act, they can 
pass State legislation to remedy it. Now, the whole month of Octo¬ 
ber no declaration can be received in the State of New York the way 
the law is now, and other States may be placed in the same embar¬ 
rassing situation. 

Mr. Raker. I think the gentleman is mistaken. He does not draw 
the distinction between a citizen of the Federal Government and a 
citizen of the State. We have the absolute right and absolute in¬ 
terest in seeing to the qualifications of those who shall become citi¬ 
zens of the United States, because then they can vote for Members 
of Congress and Senators, and, of course, it is to the interest of the 
general Government, and that is the reason this law passed. 

Mr. Siegel. But the point involved is this. There are only four 
States in the country to-day where declarants may vote. These de¬ 
clarants vote for Members of Congress, and my friend from Texas 
will correct me if I am wrong. 

Mr. Box. They vote for Members of Congress in Texas; they vote 
for all purposes. We are in process of changing that law. 

Mr. Siegel. Therefore Congress has nothing to do.with qualifica¬ 
tions of voters of the State. That is solely and exclusively for the 
States. Is it not so as a matter of fact to-day? 

Mr. Raker. No. 

Mr. Siegel. The question comes down to this, whether this pro¬ 
vision the way it exists to-day does not take away at least one month’s 
time in each State and sometimes two months in other States, dur¬ 
ing which time the declarations filed are null and void. 

Mr. Kleczka. It would take more if the primary election was in¬ 
cluded, because in every State you have a spring election. You have 
a primary election and a general election, and in the fall an elec¬ 
tion again. 

The Chairman. And you may have one or two bond elections. 

Mr. Kleczka. It might take five or six months there, when they 
could not file declarations. 

Mr. Siegel. If they do file they are null and void. 

Mr. Sabatii. This will not affect those four States, so why not 
wipe the whole thing out? 

The Chairman. I think that discussion is enough for the record 
until we get to the drafting of the bill. We will go ahead with Mr. 
Crist. 


EDUCATION AND AMERICANIZATION. 


43 


Mr. Crist. There is one other object in the bill that I would like 
to refer to, that is, a provision which will modify section 4 and do 
away with the requirement for furnishing a certificate of arrival or 
certificate of landing, as it is often called. In the pamphlet at the 
bottom of page 5 appears the provision: 

At the time of filing his petition there shall be filed with the clerk of the 
court a certificate from the Department of Labor, if the petitioner arrives in 
the United States after the passage of this act, stating the date, place, and 
manner of his arrival in the United States (see rule 5, p. 32, of this pamphlet, 
Naturalization Laws and Regulations of May 15, 1918), and the declaration of 
intention of such petitioner, which certificate and declaration shall be attached 
to and made a part of said petition. 

We now have between 15,000 and 20,000 applications for certifi¬ 
cates of arrival in the hands of the immigration authorities. They 
have been there from 2 days to 3 or 4 months, dependent upon the 
place or port of entry of the applicant. We received these applica¬ 
tions from the aliens in the method that has been adopted, to give 
force and effect to the provision referred to. We sent them to the 
immigration authorities for them to furnish us the certificates of 
arrival. Upon their receipt from the ports of entry we send the cer¬ 
tificate of arrival to the clerk of the court where the alien is to file 
his petition and at the same time notify the alien that we have done 
so, and advise him to take his two witnesses with $4 to the clerk’s 
office and file his petition. All that has been going on since 1911, 
when that provision became effective. It became operative five years 
after the coming into effect of the law. In all of that time we have 
never had any good result coming from that provision. 

There is no reason why we can not verify the landing of any alien 
whose allegations make us believe he is trying of secure his citizen¬ 
ship before the five-year period has expired. We shall have the 
same access to the immigration authorities with the repeal of that 
provision as we have now, only we will not be calling upon them for 
thousands of certificates of arrival in cases where there is no need 
for them. They are behind hand in furnishing them now, and in 
all of the 15,000 or 20,000 applications they now have, probably 
200 would cover the number actually needing verification. There 
will be no more complaints coming from members of both Houses 
of Congres of the inability and incapacity of the Bureau of Naturali¬ 
zation to handle its work on that score, at least, and it will stop at 
the present time writing about 25 letters a day to Congressmen and 
Senators in response to requests to specially furnish these certificates 
of arrival. It is not productive of any good. 

Mr. Box. Why are they so far behind? Are these certificates 
difficult to get or have you insufficient clerical force ? 

Mr. Crist. Both reasons are there. In the first place, the name 
under which the alien comes to this country, in a large number of 
cases, is not his own name. The time has long since passed when he 
came, and the names are on manifests each containing 30 names of 
aliens in a row, and not alphabetically arranged. The names as they 
are entered there are inaccurate, and in many of the cases we have 
to take a certificate furnished to us in the name that is wholly unre¬ 
lated to the man who has applied for and is a candidate for citizen¬ 
ship. In a large number of these certificates there is nothing that 
is of any value in helping to trace the arrival of the applicants. 


44 


EDUCATION AND AMERICANIZATION. 


The Chairman. What is the paragraph that is supposed to cover 
that ? 

Mr. Crist. The paragraph is to be found at the bottom of page 1 
of this bill, 9314, and at page 1, commencing at line 6 in H. E. 9949. 

Mr. Sabath. In justice to the immigration department, is it not a 
fact that they were obliged to dismiss many of their employees for 
lack of appropriation and that during the war many of the men 
have been transferred over to the Department of Labor for special 
investigations, to that labor bureau that was created? 

Mr. Crist. I do not know anything as to those phases of the diffi¬ 
culty. I know that they never have been able to furnish within a 
month, and sometimes three or four months, certificates of arrival of 
those who come across the Canadian border. We send our applica¬ 
tions to Montreal under their requirements. The Commissioner of 
Immigration sends out to Vancouver if the alien came in at Van¬ 
couver and after they are able to make a search if they get the name 
the certificate comes back through the same channel, so we always 
allow at least a month to accomplish that. The delay of a month 
may mean that the alien will forfeit his declaration of intention 
because of the seven year limitation running and embarrass him in 
public land entries in proving up his homestead entry, perfecting 
his claim to his land, and it is simply a hurdle to get over that has 
no value when these people should be going along a smooth road. 

Mr. Vaile. Will you not have the same difficulty whether the 
declarant furnishes this certificate or not if you have to confirm the 
time of his arrival in the United States? You get that from the 
same source? 

Mr. Crist. In most cases it is unnecessary to verify his arrival. In 
many cases the alien declares his intention three or four years before 
the filing of his petition. In his declaration of intention he gives the 
time of arrival as well as the port through which he came. His wit¬ 
nesses come in and say that they have known him and show clearly 
that they have known him for more than five years, and the period of 
residence has been 10 or 11 years or more. As a matter of fact, there 
is no alien now who would come up for citizenship who would have 
landed after July 1, 1914, except rare instances, because there have 
been only four or five hundred thousand aliens come in since then. 
The other aliens have lived here anywhere from 5 to 25 years. 

Therefore, the need for getting the exact date of landing of the 
alien does not exist. Furthermore, those who came in before June 
29, 1900, are not required to furnish the certificate of arrival. Prob¬ 
ably, therefore, 50 per cent of the aliens are put to the embarrassment 
of getting the certificate of arrival while the other 50 per cent are 
not required to do it. 

The Chairman. The proposed amendment, as found in H. E. 
9314, is as follows: 

Be it enacted by the Senate and ITon.se of Representatives of the United 
States of America in Congress assembled , That the fourth paragraph of the 
second subdivision of section 4 of the act of .Tune 20, 1906, as amended, relating 
lo naturalization, be amended by striking therefrom the following: 

“At the time of filing his petition there shall be filed with the clerk of the 
court a certificate from the Department of Labor, if the petitioner arrives in 
the United States after the passage of this act, stating the date, place, and man¬ 
ner of his arrival in the United States, and the declaration of intention of such> 


EDUCATION AND AMERICANIZATION. 


45 


petitioner, which certificate and declaration shall he attached to and made a 
part of said petition ” and substituting therefor the following: “ At the time 
of filing his petition there shall he filed with the clerk of the court the declara¬ 
tion ol intention of such petitioner, which shall be attached to and made a 
part of said petition.” 

Mr. V\ hite. Do they carry no certificate of landing, any official 
evidence of when they land with them personally ? 

Mr. Crist. No, sir. When this act of 1906 became operative, the 
immigration authorities at the ports of entry proceeded immediately 
to give certificates of arrival or landing to the aliens. The result 
was at the end of the day Ellis Island was literally paved with these 
certificates of landing which the aliens had taken and dropped or 
thrown away; they were of no significance to them at all. There 
were bushel baskets filled with those certificates at the end of each 
day for about three days. The authorities saw then the futility of 
undertaking to present the aliens with the certificates of their arrival 
in that manner, and left it to the time when they petition for 
naturalization. We undertook the work ourselves because the for¬ 
eigner would be helpless in undertaking to write to the commissioners 
of immigration, and it would have flooded the immigration com¬ 
missioners with work to solve the problem on account of the chirog- 
raphy of the aliens. 

Mr. Sieged. Since April 6, 1917, there has been an order in effect 
that those certificates of landing should not be sent directly to the 
alien by the commissioner? 

Mr. Crist. That has been in force since 1912 or 1913, because the 
aliens also sent in for records of arrival and the practice of sending 
them direct was discontinued. 

Mr. Box. Will that tend to make the enforcement of those regu¬ 
lations easier for people to obtain naturalization that are not entitled 
to it? I ask for information and not in opposition. 

Mr. Crist. No, sir. I do not think that the possibilities are there. 
The foreign population of this country knows the naturalization 
service. They come to our men for advice of all kinds and oftener 
1 han otherwise they come in person to be sure of the action that they 
should take. The only instances that could arise would be those of 
residence. We have every kind of machinery established to confirm 
or disprove the assertions regarding residence as well as moral 
character. 

Mr. Baker. Bight there, could you not obviate the repeal of that 
and really make it effective and still get the evidence so it would be 
part of the record? It should be very material, as I view it now, 
by amending the present section and simply striking out the words 
“'filing of this petition,” and substitute therefor “ final hearing,” 
so then at the time of final hearing this shall be done. That will not 
embarrass him and the court before it enters the final judgment has 
a certificate of date, place, and manner of his arrival. 

Mr. Crist. That can be done but the certificate serves no good 
purpose. It is not a safeguard to the citizenship of the country; it 
is simply putting a fifth wheel where none is needed. 

Mr. Baker. Have you found any evidence in the many applica¬ 
tions that have been" filed of those who did not enter the United 
States properly ? 


46 


EDUCATION AND AMERICANIZATION. 


Mr. Crist. Very few. We have located them despite the fact that 
they have given the certificates of arrival. For example, we have 
had some of them allege an arrival in the United States at a 
date several years before and the certificate has been furnished sup¬ 
porting the allegation. Investigations have disclosed the fact that 
the man went back home and lived there two or three years and 
afterwards came back and declared his intention after his second 
arrival in the United States. I say that because I think we have 
gotten all these cases, notwithstanding we might have been misled 
by the certificate of arrival requested and obtained. 

Mr. Raker. You then tell the committee that from your experience 
the last seven or eight years there have been practically no cases in 
which there has been an application for admission where the party 
has testified or claimed to enter the port legally but did not enter le¬ 
gally and therefore was entitled to his naturalization. 

Mr. Crist. There have been some cases where they have given either 
through error or otherwise the first date of arrival and where they 
have gone out of the country afterwards and where during the first 
period of residence they manifested no intention of becoming citizens. 
Then despite the fact that they gave innocently or otherwise the first 
arrival we have found out that they went out and came back and in 
these cases the certificate of arrival has been of no aid to us. 

Mr. Raker. State to the committee whether or not there have been 
any evidences of fraud in the applications relative to the time and 
place and manner of the admission. 

Mr. Crist. There have been some evidences of fraud at that point. 
But the presence of the certificate of arrival has not been an aid to 
disclosing the fraud. 

Mr. Vaile. I do not quite understand that. I do not see why the 
certificate of arrival would not furnish some check whether a man was 
in the country or not, if he can not furnish it. 

Mr. Siegel. You should have another thing in mind that at the port 
of New York a few years ago a fire destroyed a lot of their records. 

Mr. Vaile. I can see where it might work a hardship to be required 
to furnish it in all instances. Take another case. A man was de¬ 
ported frofn Denver by the immigration authorities, who kept a house 
of ill fame, and was an undesirable citizen; he returned to Canada. 
His family have several times asked me to assist in getting the de¬ 
portation order reviewed. I have refused to act. He is over across 
the line from Detroit and is anxious to get in. Suppose he slips across 
the border some time and also declares his intention to become a citi¬ 
zen, and later is required to furnish the certificate of arrival ? 

Mr. Sabath. They get him. I will tell you what they are doing, 
and I myself felt they were going altogether too far. I do not think 
there is a man running loose for naturalization who has not been 
investigated by one or two men, and I know where the inspectors 
would be sent out all through the country in rural districts and make 
a thorough report, inquiry, and investigate the people with whom 
he works, what kind of a man he is, and frequently when the report 
is perfectly satisfactory to the local chief examiner they send in 
another man after him. I think they were going altogether too far, 
perhaps, in spending so much money on the investigations that they 
are pursuing in this work. 


EDUCATION AND AMERICANIZATION. 


47 


Mr. Crist. We do not undertake the work or handle it in that 
way. If we undertake a course of that sort it is because it is a case 
in which Ave ha\ r e had information given to us showing the candidate 
to be a man of immoral character. We are getting information of all 
sorts from all sources, foreign and native residents and citizens, and 
the investigations that are pursued persistently like that are based, 
of course, upon tangible e\ 7 idences of immoral character, and in many 
instances of a kind that have been referred to here where foreigners 
have been deported. 

Mr. Raker. Whether with or without a certificate? 

Mr. Crist. The certificate of arrival cuts no figure. 

Mr. Raker. Whether with or without the certificate, as you state 
to the committee, how, if at all, do you verify that fact as to time, 
place, and manner of the applicant’s arrival? 

Mr. Crist. If a man asserts and establishes his arrival eight years 
before his petition for naturalization is filed and hearing gi\ T en on 
it, we do not undertake to get the exact date, nor does a practical 
administration of the law require that. What the law does require 
is that a man must liaA T e lived in the United States for five years 
continuously immediately preceding the date of his petition for 
naturalization. We cover the law. But we might well be chargeable 
with an unnecessary expenditure of funds if we should undertake 
to A T erify the exact date of arrival if the alien had been living here 
for more than five years. 

Mr. Raker. If, as a matter of fact, it should appear on final hear¬ 
ing that he entered unlawfully, would he not be denied his final 
certificate of citizenship ? 

Mr. Crist. Not in all cases of that kind, because the laAv only 
requires the residence here to be five years immediately preceding, 
and the immigration law precludes the considering of persons in the 
United States as unlawful after a period of three years. During 
that time he is subject to deportation. Of course, I am not in this 
comment referring to those here of the excluded classes. With them 
the three-year period does not run. 

The Chairman. We will have to close the hearing now. 

(Thereupon, at 12 o’clock noon, the committee adjourned to meet 
again at the call of the chairman.) 


Committee on Immigration and Naturalization, 

House of Representatives, 
Washington, D. G., Thursday , October 23, 1919. 

The committee convened at 10.30 a. m., Hon. Albert Johnson 
(chairman), presiding. 

The Chairman. The committee will be in order. 'When the com¬ 
mittee adjourned yesterday afternoon we had considered H. R. 9949 
down to section 4. Section 4 covers a plan or promotion for use of 
the public schools in instructing candidates for citizenship. Mr. 
Crist is here again at the request of the committee, and I would like 
to ha\ r e him discuss that plan and make any statement he desires per¬ 
taining to the work of Americanizing aliens. 

150116—19-10 




43 


EDUCATION AND AMERICANIZATION. 


STATEMENT OF HON. RAYMOND F. CRIST, DIRECTOR OF CITIZEN¬ 
SHIP, BUREAU OF NATURALIZATION, UNITED STATES DEPART¬ 
MENT OF LABOR. 

Mr. Crist. Mr. Chairman, in 1914 the Bureau of Naturalization 
undertook to join the public schools of the country in the work of 
administering the naturalization laws. The law had been under the 
supervision of the Federal Government only since 1906. During 
that time the courts and the Bureau of Naturalization worked to¬ 
gether on a rather rigid enforcement of that law. It resulted in the 
denial of citizenship to thousands of foreigners who were at heart 
Americans. Intellectually they were not qualified, and petitions were 
dismissed because of ignorance. The public mind in the localities 
where these foreigners live, through its public school authorities, is 
supplying that machinery now that was necessary to fit these people 
for citizenship. The result of these dismissals was that schools were 
organized to teach English and citizenship responsibility to the candi¬ 
dates in various parts of the country. 

In 1914 the proposal, therefore, naturally grew out of these spo¬ 
radic attempts, and a concerted action was launched to unite the 
public schools in supplying this needed machinery everywhere to 
overcome this defect and obstacle in the way of the foreigner to 
citizenship. The result of the first year of contact was that 613 
communities organized classes for teaching English and civics, which 
they called citizenship classes. Those classes were thrown open to 
adult men and women of foreign and native birth, regardless of 
whether they were candidates for citizenship or not. We sent the 
names of all candidates for citizenship to the school authorities at 
places where these foreigners lived. We can do that, and have been 
doing it regularly ever since, from the records of the bureau. 

Under the law, we receive the duplicates of naturalization papers 
issued by each court throughout the United States. We furnish them 
at the outset, on the assumption of jurisdiction, with the dockets for 
naturalization hearings, the declarations of intention in bound vol¬ 
umes, and then furnish them the duplicates and triplicates of the 
declarations in blank form, and with the petitions in blank form all 
bound in the book to be separated on perforated lines. We also fur¬ 
nish them the certificates of naturalization in blank. 

We receive from them monthly the original duplicates of the peti¬ 
tions and declarations and the original duplicates of the certificates 
of naturalization issued. Each of these papers is executed in its 
original form by both the clerk of the court and the applicant, and 
his witnesses in the case of a petition. 

From these records we get their names and addresses, nationality, 
time of arrival in the country, and, of course, the date of the dec¬ 
laration of all aliens within about 30 days after they have taken 
those steps. 

The Chairman. Mr. Crist, let me interrupt you there. At this 
point can you put in the record, not a facsimile of the declaration of 
intention, but the typing of it, the wording of it? 

Mr. Crist. Yes; I can put in the declaration, the petition, and the 
certificate—the wording, not the forms. 


EDUCATION AND AMERICANIZATION. 


49 


(The papers referred to are as follows:) 


[Form 2203. U. S. Department of Labor. Naturalization Service. Duplicate (to be 

forwarded to the Bureau of Naturalization).] 

No._ 

United States of America. 


DECLARATION OF INTENTION. 

Invalid for all purposes seven years after the date hereof. 


:} ss; { 


In the_Court 

of_ 


I,_, aged_years, occupation_, 

do declare on oath that my personal description is: Color_, complexion 

_, height_feet_inches, weight_pounds, color of hair_, 

color of eyes.*_, other visible distinctive marks_ 

I was born in_on the_day of_, 

anno Domini 1_; I now reside at_ 

(Give number, street, city or town, and State.) 

I emigrated to the United States of America from_ 

on the vessel_; my last 

(If the alien arrived otherwise than by vessel, the character of conveyance or name of 

transportation company should be given.) 

foreign residence was_; I am_married; the name 

of my wife is_; she was born at-, 

and now resides at_ It is my bona tide inten¬ 

tion to renounce forever all allegiance and fidelity to any foreign prince, 

potenate, state, or sovereignty, and particularly to-, 

of whom I am now a subject. I arrived at the port of-, 

in the State of_, on or about the-day of 

_, anno Domini 1_; I am not an anarchist; I am not a 

polygamist nor a believer in the practice of polygamy; and it is my intention 
in good faith to become a citizen of the United States of America and to 
permanently reside therein : So help me God. 


(Original signature of declarant.) 

Subscribed and sworn to before me in the office of the clerk of said court this 
_day of_, anno Domini 191— 

[seal.] -- 

Clerk of the _ Court. 

By-- 

_ Clerk. 


[Form 2205. U. S. Department of Labor. Naturalization Service. Duplicate (to be 

forwarded to the Bureau of Naturalization).] 


No_ United States of America. 

petition for nauralization. 

To the honorable_Court of- 

The petition of_hereby filed, respectfully 

showeth: 


First. My place of residence is--— 

(Give number, street, city, or town, and State.) 

Second. My occupation is- 

Third. I was born on the_day of-, anno Domini 1-, at 


Fourth. I emigrated to the United States from-- on 

or about the_day of_, anno Domini 1-, and arrived in 

the United States, at the port of-- on the-day of 

__ anno Domini 1_, on the vessel- 

(If the alien arrived otherwise than by vessel, the character of conveyance or name of 

transportation company should be given.) 
























































50 


EDUCATION AND AMERICANIZATION. 


Fifth. I declared my intention to become a citizen of the United States on 

the-day of_, anno Domini 1_, at_ 

in the_Court of_ 

Sixth. I am_married. My wife’s name is_ 

She was born in_, and now resides at_ 

(Give number, street, city, 

- I have_children, and the name, date, and place of birth, 

or town, and State.) 

and place of residence of each of said children is as follows:_ 


Seventh. I am not a disbeliever in or opposed to organized government or a 
member of or affiliated with any organization or body of persons teaching dis¬ 
belief in or opposed to organized government. I am not a polygamist nor a 
believer in the practice of polygamy. I am attached to the principles of the 
Constitution of the United States, and it is my intention to become a citizen 
of the United States and to renounce absolutely and forever all allegiance and 
fidelity to any foreign prince, potentate, State, or sovereignty, and particularly 

to_of whom at this time I am a subject, and it is 

my intention to reside permanently in the United States. 

Eighth. I am able to speak the English language. 

Ninth. I have resided continuously in the United States of America for the 
term of five years at least, immediately preceding the date of this petition, to 

wit, since the_day of_, anno Domini 1_, and in the 

State of_, continuously next preceding the date of this petition, 

since the_day of_, anno Domini 1_, being a residence 

within this State of at least one year next preceding the date of this petition. 

Tenth. I have not heretofore made petition for citizenship to any court. (I 

made petition for citizenship to the_Court of_ 

_at_, on the_day of_, anno 

Domini 1_, and the said petition was denied by the said Court for the 

following reasons and causes, to wit,_, and the cause of 

such denial has since been cured or removed.) 

Attached hereto and made a part of this petition are my declaration of in¬ 
tention to become a citizen of the United States and the certificate from the 
Department of Labor, together with my affidavit and the affidavits of the two 
verifying witnesses thereto, required by law. Wherefore your petitioner prays 
that he may be admitted a citizen of the United States of America. 


(Complete and true signature of petitioner.) 

Declaration of Intention and Certificate of Arrival No._from Depart¬ 
ment of Labor filed this_day of_, 191__. 

[Note to Clerk of Court. —If petitioner arrived in the United States on or before 

June 29, 1906 .strike out the words reading “ and Certificate of Arrival No. _ 

from Department of Labor.” 

AFFIDAVITS OF PETITIONER AND WITNESSES. 

j ss; 

The aforesaid petitioner being duly sworn, deposes and says that he is the 
petitioner in the above-entitled proceedings; that he has read the foregoing 
petition and knows the contents thereof; that the said petition is signed with 
his full, true .name; that the same is true of his own knowledge except as to 
matters therein stated to be alleged upon information and belief, and that as 
to those matters he believes it to be true. 


(Complete and true signature of petitioner.) 

-, occupation-, residing at 

--and -, occupation_ 

-, residing at-each being severally, duly, 

and respectively sworn, deposes and says that he is a citizen of the United 

States of America; that he has personally known _ 

-, the petitioner above mentioned, to have resided in the United 













































EDUCATION AND AMERICANIZATION. 


51 


States continuously immediately preceding the date of filing his petition, since 

the-day of-, anno Domini 1_, and in the State in which 

the above-entitled petition is made continuously since the _ day of 

-, anno Domini 1_; and that he has personal knowledge that 

the said petitioner is a person of good moral character, attached to the prin¬ 
ciples of the Constitution of the United States, and that the petitioner is in 
every way qualified, in his opinion, to be admitted a citizen of the United States. 


(Signature of witness.) 


(Signature of witness.) 

[SEAL.] 

Subscribed and sworn to before me by the above-named petitioner and wit¬ 
nesses this_day of_anno Domini 1_ 

-•-, Clerk. 

By __, Deputy Clerk. 


No. 


[To be given to the person naturalized.] 


[Department of Labor. The United States of America. Certificate of Naturalization.] 


Petition, volume_, No. _ Description of holder. Age,_ 

years; height,_feet_inches; color,-; complexion,_; 

color of eyes, _; color of hair, _; visible distinguishing 

marks, _ Name, age, and place of residence of 

wife, _ Names, ages, and places of residence 

of minor children_ 


Be it remembered that 
at No._ 


[Duplicate.] 


- j ss: - 


(Signature of holder.) 
_, then residing 


., who previous to j naturalization was a 


State 

Territory of 

District 

citizen 1 ^_ having applied to be admitted a citizen 

subject J 

of the United States of America pursuant to law, and, at a-term of the 

_court of__ held at--on the- 

day of_, in the year of our Lord nineteen hundred and-, 

the court having found that the petitioner had resided continuously within 

State 

the United States for at least five years and in this Territory for at least one 

District 


year immediately preceding the date of the filing of{{j*®} petition, and that said 

petitioner intends to reside permanently in the United States, had in all 
respects complied with the law in relation thereto, and that—he was en¬ 
titled to be so admitted, it was thereupon ordered by the said court that—he be 
admitted as a citizen of the United States of America. 

In testimony whereof the seal of said court is hereunto affixed on the- 

day 0 f__ in the year of our Lord nineteen hundred and-, 

and of our independence the one hundred and- 


(Official character of attestor.) 

Mr. Crist. We have other forms, of course, to facilitate the wor* 
of the organization of the schools and for the clerk of the court. 
They may be put in also, if you desire. They are always of interest 
to people, or might be to people who are studying this work. 

















































52 


EDUCATION AND AMERICANIZATION. 


[Division of Citizenship Training, U. S. Department of Labor, Washington.] 

The Federal Government, through the Division of Citizenship Training, will 
furnish the following supplies to public schools cooperating with it in promoting 
instruction in English and citizenship responsibilities. Please indicate the 
number of each desired and return at once in the inclosed envelope to Director 
of Citizenship, Washington, D. C. 

No. desired. 

1. Federal text-book__ 

For presentation to candidates for citizenship and their wives 
in classes under public-school supervision. 

r 2. Teacher’s manual__ 

Companion to text-book. 

3. Educational record cards (state “yes” or “no”) -. 

These contain names and addresses of candidates and their 
wives with information obtained from naturalization applica¬ 
tions to aid the public schools in communicating with them and 
maintaining class records. Cordial letters of invitation will be 
sent at the same time to candidates and their wives. 

4. Blank educational record cards__ 

For use in listing names and addresses of prospective students 
and as class records. 

5. Naturalization forms: 

Status cards (for use in survey of foreign born)__ 

Declaration (first paper)__ 

Petition (second paper)___ 

6. Syllabus of naturalization law_i_ - 

7. Information as to execution of naturalization forms (CT-13)__ 

8. School posters__ 

Inviting foreigners to attend school classes. 

9. Certificate of recognition and approval____ 

Presented by this division to each cooperating public-school 
citizenship class. 

10. Certificate of proficiency__ 

For declarants and wives showing satisfactory school prog¬ 
ress. 

11. Certificate of graduation-- 

For petitioners and their wives upon completing citizenship 
courses. 

12. Educational summary__ 

Conclusions reached from experience in teaching foreign born. 

13. Means and methods for securing and maintaining attendance__ 

14. Suggestions for securing funds-- 

(Signature)_ 

(Title) _ 

(Address) _ 

(City.) (County.) (State.) 


FACTS FOR DECLARATION OF INTENTION. 

[Form 2213. U. S. Department of Labor, Naturalization Service.] 

Note. —A copy of this form will be furnished by the clerk of the court, the 
chief naturalization examiner, or the public-school teacher to each applicant 
for a declaration of intention, so that he can at his leisure fill in the answers 
to the questions. After being filled out the form is to be returned to the clerk, 
to be used by him in properly filling out the declaration. If the applicant 
landed on or after June 29, 1906, his declaration should not be filed until the 
name of the vessel is definitely given (or the name of the railroad and border 
port in the United States through which the alien entered), as well as the date 
of arrival. 

To the applicant.— The fee of $1 required by law for the declaration must 
be paid to the clerk of the court before he commences to fill out the declaration 
of intention. No fee is chargeable for this blank, and none should be paid for 
assistance in filling it out, as the naturalization examiner or the public-school 
teacher will help you free of charge. 





































EDUCATION AND AMERICANIZATION 


53 


My name is_Age:_yeurs. 

(Alien should state here his true, original, (Give age last 

and correct name in full.) birthday.) 

Also known as_ 

(If alien has used any other fame in this country, that name should 
he shown on tne line immediately above.) 

Occupation: _ 

Color:--- Complexion :_ 

Height: -feet-inches. Weight:_pounds. 

Color of hair:- Color of eyes:_ 

Other visible distinctive marks:_ 

(If no visible distinctive marks, so state.) 
vv here born :_ f 

_ (City or town.) (Country.) 

Date of birth:_,_ t 

(Month.) (Day.) ’ (Year.) 

Present residence:_,_, 

(Number and street.) (City or town.) (State, Territory or 

District.) * 

Emigrated from:_,_ 

(Place where alien got on ship or (Country.) 

train to come to the United States.) 

Name of vessel: _ 

(If the alien arrived otherwise than by vessel, the character of con¬ 
veyance or name of transportation company should be given.) 
Last place of foreign residence:_,_ 

(City or town.) (Country.) 

* I am-married; the name of my wife is_; she was 

* born at-; and now resides at_ 

I am now a subject of and intend to renounce allegiance to_ 


(Write name and title of sovereign and country of which now a subject; or if citi¬ 
zen of a Republic, write name of Republic only.) 

Port of arrival: _, _ 

(City or town.) (State or Territory.) 

Date of arrival in United States:_,_, - 

(Month.) (Day.) (Year.) 

* Note to clerk of court. —rhe two lines indicated by the * contain informa¬ 
tion which is provided for by blanks on the latest declaration of intention 
form; until such time as you may be supplied with forms containing these 
blank spaces the information called for herein should be inserted immediately 
above the twelfth line, which begins “ It is my bona fide intention,” etc., as 
requested in circular letter of January 5, 191G. 


[Form 2220. U. S. Department of Labor, Naturalization Service.) 

REQUEST FOR CERTIFICATE OF ARRIVAL. 

(For use of aliens arriving after June 29, 1906.) 

Notice to the clerk of the court: 

This form is to be used only where an alien arrived in this country after June 
29,1906. 

When an alien desires to petition for naturalization, this form should be given 
to him before he is permitted to file his petition, and the execution of the peti¬ 
tion for naturalization should not be commenced until the certificate of arrival 
is received by the clerk of the court. The alien should be directed to complete 
the letter below and carefully fill in all the blanks in this form, as the informa¬ 
tion is necessary to obtain the certificate of arrival, and will aid the clerk of the 
court in filing the petition for naturalization. The alien should then mail this 
form to the Commissioner of Naturalization, Department of Labor, Washington, 
D. C. 

That official will at once take steps to obtain and forward to the clerk of 
court the certificate of arrival required by section 4 of the act of June 29, 1906, 
to be attached to and made a part of the petition at the time of its filing. The 
statement of facts will also be forwarded to the clerk of the court. Notice will 
also be given to the alien that the certificate has been sent to the clerk of the 
court named by him. 





























54 


EDUCATION AND AMERICANIZATION. 


Commissioner of Naturalization, 

ZJ. S. Department of Labor, Washington, D. C. 

Sir: I came to this country after June 29, 1906. Please obtain a certificate 
showing my arrival in the United Spates and forward it to the clerk ot tie 


(Give on these two lines title of court, and city or town, and county and State where 

court is located in which the petition will he filed.) 

for filing as the law requires, with the petition for naturalization which I intend 

to file in that court. 

In the accompanying statement I have given the date I landed and the place 
of my arrival and shown the facts which will go in my petition for naturaliza¬ 
tion when it is filed. 

Respectfully, 

(Sign name in full.) 


(Give address here.) 


Only aliens who entered the United States through Canada or Mexico should 
answer the questions on this page, and they should be answered in addition to 
the other questions on the remaining pages. 

Refer to your passport, ship’s card, and baggage labels, if you have any, to 
help vou answer these questions. Mail your passport or ship’s card to the 
Bureau of Naturalization with this form and it will be returned after it has 
been examined. 

1. My full name as given at time of sailing from Europe was- 


2. My age as given at time of sailing from Europe was- 

3. I sailed on the vessel- 

(Give name. If you can not remember name of vessel, give 

the line.) 

4. The following are the names of the members of my family who came with 

me and other passengers on the vessel on which I sailed- 


5. I arrived at seaport of_, in (Canada, Mexico) 

on-,-,-- 

(Month.) (Day.) (Year.) 

6. My destination in (Canada, Mexico) was- 

(If alien informed immigration author- 
ties at port of embarkation and at 
port of arrival in Canada or Mexico 
that he had no intention of remain¬ 
ing in that country, please so state.) 

7. I was going to join- 

(Here give name of person and address.) 

8. I was_examined for admission into the United States at_ 

(If not examined, write “not” in blank space.) 


(If you were examined on a train, state this fact also.) 

9. My full name as given when examined for admission into the United States 

was_ 

10. I entered the United States on_,_,_, 

(Month.) (Day.) (Year.) 

at_ 

(Give name of place at border of the United States.) 


FACTS FOR PETITION FOR NATURALIZATION. 

My name is__ 

(Alien should state here his true, original, and correct name in full.) 

Also known as-* 

(If alien has used any other name in this country, that name should be 
shown on line immediately above.) 

1. My place of residence is___ 

(Number and name of street.) (City or town.) 

7County.) (State, Territory, or District.) 


























EDUCATION AND AMERICANIZATION 


55 


2. My present occupation is_ 

3. I was born on the_clay of_, IS_, at_ 

(City or town.) 

-, and my last foreign residence was 

(Country.) 


(City or town.) 

4. I emigrated to the United States from. 


(Country.) 


(Place where alien got on ship or train to 
come to the United States.) 


---, on or about the_day of_19-, 

Country.) 

and arrived at the port of-,_, on the_ 

(Port of arrival.) (State.) 

day of_, 19_, on the vessel_, of the_Line, 

by first cabin_, second cabin,_, steerage_ 

(If the alien arrived otherwise than hy vessel, the character of conveyance or 
name of transportation company should be given.) 

at which time my height was_feet_inches; complexion,_; 

color of hair,__— ; color of eyes,_; occupation,_; 

destined to_,-, and accompanied 

(City or town.) (State.) 

by_; destined to_ 

(Person or persons to whom 
destined.) 

(If the alien came under some other name than his own name, the name used on 
the steamship must be given here, or the record of arrival can not be found.) 

(If the alien arrived as a stowaway or deserting seaman, or in any other manner 

than as a passenger, please so state.) 

5. I declared my intention to become a citizen of the United States on the- 

day of_, 19-, at-, in the- 

(Location of court.) 

court of_ 

6. I am_married. My wife’s name is- 

(Petitioner, if a widower, should give 
the name of his wife when living, and 
state place of her birth and fact of 
her death ; if not married, he should 
enter “ not ” in first sentence.) 

She was born on the-day of-, 1-, at-, 

(City or town.) 

_, and now resides at_ 

(Country.) (Number and street.) 

_,_ I have_children, and 

(City or town.) (State or country.) 

the name , date , and place of birth and place of residence of each 
of said children is as follows: 

_, born_day of — 

_, born_day of — 

_, born_day of — 

_, born_day of — 

_, born_day of ___ 

_, born_day of — 

_, born_day of — 

_, born_day of-, 1-, at 

7. I owe allegiance to-- 

(Name of sovereign and country of which alien is now a subject. ) 

8. I am able to speak the English language. 

9. I have resided continuously in the United States since the-day of 

Territory of ' 

State 
District. 


1 , at 

resides at 

1 _ , at 

resides at 

1 , at 

resides at 

1 , at 

resides at 

1 , at 

resides at 

1 , at 

resides at 

1 , at 

resides at 

1 , at 

resides at 


__ and in the 

since the_day of- 


., 19_ 





































































56 


EDUCATION AND AMERICANIZATION. 


10. I have_heretofore made petition for United States citizenship. 

(If petitioner has heretofore made application for citizenship, the facts required 
should be fully stated in the following blanks:) 

I previously petitioned for citizenship to the---Court, at 

(City or town.) (State, Territory, or District.) 

on the_day of_, 1_, which was denied for the fol¬ 
lowing reason __ cause of 

such denial has since been cured or removed. 

My declaration of intention No._is sent with this application. 

Give names, occupations, and residence addresses of two witnesses, citizens of 
the United States, who have known you for at least five years, last past, as a 
resident of the State in which petition is made, who will make affidavit that you 
are a person of good moral character, that you are qualified in every way to be 
admitted a citizen of the United States, and who will appear with you before the 
clerk when petition is filed and also be present at the hearing of the petition by 
the court. 

If you have resided in the State in which petition is made for at least one 
year, last past, but less than five years, the two witnesses must verify the entire 
period of residence within said State, and the remaining portion of the five 
years’ residence in some other State must be shown at the hearing by the testi¬ 
mony of the same or other witnesses appearing in person, or by depositions 
taken under section 10 of the naturalization act of June 29, 19,0G. The required 
form for notice to take depositions may be obtained from the clerk of court 


when petition is filed. 

(Name.) 


(Occupation.) 


(Residence .address.) 

(Name.) 


(Occupation.) 


(Residence address.) 


Names of witnesses who will be substituted by me if those appearing with me 
at the time of filing my petition for naturalization are unable to appear at the 


time of the hearing— 

(Name.) 


(Occupation.) 


(Residence address.) 

(Name.) 


(Occupation.) 


(Residence address.) 


[Form 2214. U. S. Department of Labor, Naturalization Service.] 

FACTS FOR PETITION FOR NATURALIZATION. 

(Note particularly : For use of aliens who arrived before June 29, 1906.) 

Clerk of court and applicant should read these instructions carefully. 

Clerks of courts should refuse to execute petitions for aliens who arrived in 
the United States after June 29, 1906 until certificate of arrival is furnished 
the clerk by the Bureau of Naturalization, after request of the alien on Form 
2226. (See rule 5 of the regulations.) 

A copy of this form (2214) should be furnished by the clerk of court to each 
applicant for a petition for naturalization who arrived in this country on or 
before June 29, 1906, so that he can at his leisure fill in the answers to the 
questions. 

The clerk of the court must collect the fee of $4 before he commences to fill 
out the petition. 

No fee is chargeable for this blank or for the execution thereof by the clerk 
or deputy clerk. 

After being filled out, the form is to be returned to the clerk, to be used by 
him in properly filling out the petition. 

Witnesses must be citizens of the United States. If any witness is a natu¬ 
ralized citizen, he. must take his certificate of citizenship, or so-called second 
paper, to the court when the petition is filed and also when it is heard by the 
court. 

My name is_ 

(Alien should state here his true, original, and correct name in full.) 

Also known as_•_ 

(If alien has used any other name in this country, that name should 
be shown on line immediately above.) 
















EDUCATION AND AMERICANIZATION. 


57 


1. My place of residence is_, 

(Number and name of street.’) (City or town.) 

• (County.) (State., Territory, or district.) 

2. My present occupation is_ 

3. I was born on the_day of_, 18__, at 

(City or town.) 

(Country.) 

4. I emigrated to the United States from_ 

(Place where alien sot on ship or train 
to come to the United States.) 


-, on or about the_day of_, 1_, 

(Country.) 

and arrived in the United States at the port of__ 

(Port of arrival.) 

-, on the-day of_, 1_, on the 

(State.) 

vessel_:_ 


(If the alien arriver otherwise than by vessel, 
the character of conveyance or name of trans¬ 
portation company should be given.) 

5. I declared my intention No.-to become a citizen of the United 

States on the_day of_, 1_, at_, 

(Location of court.) 

in the - Court of_in 

the name entered above. 


(If the declaration does not bear true name of alien as entered above, please 
show on the above line the name in which first paper was made.) 

C. I am_married. My wife’s name is_ 

(Petitioner, if a widower, should 
give the name of his wife when 
living, and state place of her 
birth and fact of her death ; if 
not married, he should enter 
“not” in first sentence.) 

She was born in _, _, 

(City or town.) (Country.) 

on the_day of_, 18__, and now resides at_ 

(Number and 


-—- j 

street.) 


-,-, 

(City or town.) 


(State or country.) 


I have_children, and the name_, date_, and place_of birth, 

and place_of residence of each of said children is as follows: 


_, born_day of_, 1_, at-; resides at 

_, born_day of_, 1_, at_; resides at 

_, born_day of_, 1_, at_; resides at 

_, born_day of_, 1_, at-; resides at 

_, born_day of_, 1—, at-; resides at 

_, born_day of_, 1_, at_; resides at 

_, born_day of_, 1_, at_; resides at 

7. I now owe allegiance to- 


(Name of sovereign and country of which alien is now a subject.) 


8. I am_able to speak the English language. 

9. I have resided continuously in the United States since the-day 

f State 

of_, 1_, and in the ( Territory of 

District 


since the_day of-, 1- 

10. I have_heretofore made petition for United States citizenship. 

(If petitioner has heretofore made application for citizenship, the facts 
required should be fully stated in the following blanks:) 

I previously petitioned for citizenship to the- 

court, at -* -> on the 

(City or town.) (State, Territory, or District.) 

day of_, 1_, which was denied for the following rea¬ 
son : ___ The cause of such de¬ 

nial has since been cured or removed. 

Give names, occupations, and residence addresses of two witnesses, citizens 
of the United States, who have known you for at least five years, last past, 


























































58 


EDUCATION AND AMERICANIZATION. 


as a resident of the State in which petition is made, who will make affidavit 
that you are a person of good moral character, that you are qualified in every 
way to be admitted a citizen of the United States, and who will appear with 
you before the clerk when petition is filed and also be present at the hearing 
of the petition by the court. 

If you have resided in the State in which petition is made for at least one 
year, last past, but less than five years, the two witnesses must verify the en¬ 
tire period of residence within said State, and the remaining portion of the 
five years residence in some other State must be established at the hearing 
by the testimony of the same or other witnesses appearing in person, or by 
depositions taken under section 10 of the naturalization act of June 29, 1906. 
The required form for notice to take depositions may be obtained from the clerk 
of court when petition is filed. 

-,-9-— 

(Name.) (Occupation.) (Residence address.) 

-,-,- 

(Name.) (Occupation.) (Residence address.) 

Names of witnesses who will be substituted by me if those appearing with 

me at the time of filing my petition for naturalization are unable to appear 

at the time of the hearing: 

-,- 9 - 

(Name.) (Occupation.) (Residence address.) 

-9-J-— 

(Name.) (Occupation.) (Residence address.) 

Each of the above-named witnesses has known me at least_ 

years. 

I herewith present my declaration of intention to become a citizen of the 
United States. 


[U. S. Department of Labor, Bureau of Naturalization, Division of Citizenship Training.] 

SYLLABUS OF THE NATURALIZATION LAW. 

For use of those cooperating with the Division of Citizenship Training in 

assisting aliens desiring citizenship. 

Prepared in the Bureau of Naturalization, U. S. Department of Labor. 


[U. S. Department of Labor, Bureau of Naturalization, Division of Citizenship Training, 

Washington.] 

To the public-school instructor in citizenship: 

1. Unscrupulous persons are frequently exacting fees of aliens for aiding 
them in filing their naturalization applications, and often misinformation is 
given. As a part of your Americanization work you can help to eliminate 
this unpatriotic practice and insure to the alien accurate advice and friendly 
counsel free of cost. Your cooperation in this respect is urged, thereby in¬ 
creasing interest in and attendance upon the public-school classes by the appre¬ 
ciative aliens. A sympathetic presentation of the subject of citizenship and 
the relation of the foreigner to our institutions will undoubtedly instill in 
him a clearer understanding of that high estate. 

2. Practically every alien beyond the age of 18 years is desirous of becoming 
an American citizen. Many of them, however, either through timidity or a 
lack of knowledge as to the procedure, have failed to take any step in this, 
direction. 

3. For your use in aiding the aliens there is being mailed to you a supply 
of official forms, numbered 2213, 2214, and 2226. 

4. First, the matter of filing their declarations of intention (“first papers”) 
should be brought to their attention, and the value of taking this initial step 
impressed upon them. Form 2213 is designed to elicit the information neces¬ 
sary to enable the clerk of the court to properly and expeditiously prepare the 
declaration of intention. After the blanks in the form have been filled in, 
either with or without your assistance, the alien should be told to proceed in 
person to the office of the clerk of the court exercising naturalization juris¬ 
diction over the place of his residence. The clerk of court will prepare and 
file the declaration. No witnesses need acconfpany the alien when he goes ta 
make this declaration. 









EDUCATION AND AMERICANIZATION. 


59 


• . 01ra . s 221 4 aad 22 ~ 6 are ^ or use °f those aliens who have lived fully five 

ye rs m the United States and have declarations of intention that are not less 
TT UU : i a0 , r niore than 7 years old. In all cases where the alien arrived in the 
United States after June 29, 1906, he should fill in form 2226 and send it to 
t ns bureau. He will later be notified by the bureau of the steps necessary 
tor him to take to file his petition for naturalization and to secure his “second 
papers.” If he arrived in the United States on or before June 29, 1906, no 
attention is to be paid to form 2226, but he should fill in form 2214 and then 
take it and his declaration of intention to the office of the chief naturalization 
examiner (if one is located in your city) or to the clerk of the naturalization 
court, accompanied by two American citizens as witnesses. 


6. The Division of Citizenship Training will be pleased to furnish any addi¬ 
tional information desired or it may be obtained from the local naturalzation 
examiner if one is located in your city. Additional copies of the fornfs referred 
to will be sent promptly on request. 

Very truly, yours, 


Raymond F. Crist, 

Director of Citizenship. 


Educational Summary. 

The Federal Government, through the Bureau of Naturalization, during the 
past five years has been serving as a clearing house of education, experience, 
ideas, and ideals for the public-school officers and teachers engaged in the great 
undertaking of imparting the principles of Americanism to the permanent resi¬ 
dent foreign born of our country. 

The Division of Citizenship Training of the bureau, under the act of Con¬ 
gress of May 9, 1918, authorizing the promotion of instruction and training in 
English and citizenship responsibilities of applicants for naturalization is in 
close touch with many hundreds of public-school systems. A summary of con¬ 
clusions reached by those engaged in this work, helpful to educators newly co¬ 
operating with the division in this program and productive of the best results, is 
here presented. 

I. FACTS ESTABLISHED AUTHORITATIVELY BY EXPERIENCE. 

The teacher .— (a) The teacher should have a real interest in the foreign 
born, keen sympathy, tact, and conviction that other races represent different, 
not inferior, civilizations. 

(h) It is not necessary that the teacher be familiar with the native language 
of the foreign-born student, better results having been obtained where the 
teacher does not know such language. 

(c) Many of the best teachers in this field have been those who have devel¬ 
oped their method from practical experience. Recently there have been au¬ 
thoritative teacher-training normal courses established, where the results of 
experience have proved of great value in preparing others for this work. 

(d) The best results follow where the teachers are paid for their services and 
are a part of the local public-school system. The award of credits toward 
diplomas has been adopted for class instruction of foreign born. 

Division of classes .— (a) The division of classes should be made on a basis of 
relative knowledge of language, not of nationality, sex, or any other distinction. 
The' mingling of students of various nationalities in one classroom in itself 
develops the atmosphere of true Americanism. 

Attendance .— (a) The attendance problem is largely dependent upon the per¬ 
sonality of the teacher. A systematic, magnetic teacher will hold the class 
together, where one who is not so constituted will often fail. It is difficult to 
bring back to class the men and women whose interest has not been maintained. 
Where the teacher visits in the homes of the pupils the maximum class at¬ 
tendance is maintained. 

Time and place of classes .— (a) The trend throughout the country is to have 
classes for foreign-born adults at any hour of the twenty-four and in any build¬ 
ing convenient for them. 

Recreation. — (a) Recreational features can be made contributory to educa¬ 
tional work. These have been most successful where tactfully organized, with 
stimulation of the desires of the students wherever expressed. They have been 
particularly successful when a patriotic center has been established. 



60 


EDUCATION AND AMERICANIZATION. 


II. THE BUREAU’S IDEAL OF A SYSTEM OF EDUCATION FOR THE FOREIGN BORN. 

o 

Convenience of time and place. — (a) Class rooms open at any hour of the day 
or evening and at any convenient place in every locality. 

Trained teachers .— (a) A specialized corps of teachers of the foreign born 
who give all their time to this work. An Americanization course should be 
added to every teacher-training class in high schools, normal schools, and uni¬ 
versities. 

( b ) At least a portion of every corps of teachers of the foreign born should 
as part of their work visit in the homes of the foreign born to organize and 
teach groups wherever most convenient for those, chiefly women, who are not 
able to go to the school building for instruction. These teachers who do both 
visiting teaching and class-room teaching prove to be strong forces for the de¬ 
velopment of interest among the foreign born. 

Community secretaries. — («) Where possible, a community secretary should 
be connected with each school to organize and develop neighborly association 
with and among the foreign-born population, and bring its members to the 
classes, thus supplementing the work of the visiting teacher. 

Community centers. — (a) The community center, the outgrowth of the school 
system, is the best point at which to initiate the induction of the foreign born 
into a social community. An organizer of drama has proved an effective mem¬ 
ber of the staff. A kindergarten should care for children too small to be kept 
at home, in order that their mothers may be free to attend classes. 


L U. S. Department of Labor, Bureau of Naturalization, Division of Citizenship Train¬ 
ing, Washington.] 

MEANS FOUND EFFICACIOUS IN SECURING AND MAINTAINING ATTENDANCE OF FOR¬ 
EIGN-BORN ADULTS UPON PUBLIC-SCHOOL ENGLISH AND CITIZENSHIP CLASSES. 

I. The Federal Citizenship Textbook presented free by the United States 
Government through the Division of Citizenship Training. 

II. The certificate of graduation presented to petitioners for naturalization 
and their wives by the United States and the public schools. 

III. The certificate of proficiency presented to declarants and their wives 
not yet eligible to receive the certificate of graduation. 

IV. The certificate of recognition and approval by the United States Govern¬ 
ment of the work of the public schools, for exhibition in the classes. 

V. Educational record cards of candidates for citizenship and their wives 
furnished to public schools cooperating with this division and systematically 
used. These should be sorted according to the residence of the foreign born 
whose names they bear, and immediately assigned to various agencies that 
will at once establish personal contact with them and urge attendance. The 
following have been used in this work: 

(a) Public-school teachers who are to conduct classes. 

(&) Adult foreigners already attending school. 

(c) Public-school pupils who are children of the foreign born. 

( d ) Very carefully selected and tactful volunteer visitors previously in¬ 
structed by those accustomed to association with foreigners. 

(e) Managers and welfare workers in industrial plants. 

(/) Labor unions. 

( g ) Women’s organizations. 

( h) Y. M. C. A., Y. W. C. A., Y. M. H. A., K. of C., Boy Scouts of America, 
and similar organizations. 

( i ) Religious organizations. 

( j ) Police and other city departments. 

(k) Racial societies. 

( l ) Fraternal organizations. 

(m) Civic and patriotic organizations. 

VI. Letters of invitation from the Federal Government to candidates for 
citizenship and their wives, supplemented by personal letters written by the 
school authorities. 

{a) Boy Scouts may be called upon by superintendents of schools to deliver 
these letters personally. 



EDUCATION AND AMERICANIZATION. 


61 


classes. 

or civic purposes. 


VII. Other available sources of publicity, including: 

(«) Bureau of Naturalization posters announcing the 
(6) Classes advertised at mass meetings for patriotic 

(c) Noonday meetings in industrial plants. 

(d) Status cards in industrial plants. 

(e) Slips in pay envelopes. 

( f ) Notices given out by the pastors of the various foreign nationalities. 

(f/) Notices in the local press emphasizing the fact that textbooks and tuition 

are free. 

(k) Advertising classes through school children. 

( i ) Announcement of classes on moving picture screens. 

VIII. Organization and supervision: 

(ft) Establishment of both day and evening classes. 

{b) Location of classes, based on need and convenience of foreign born; 
school, factory, club, hall, home, library, church basement, any other place. 

(c) Full time instead of regular day teachers; especially trained teachers 
when possible. 

( d ) Teachers’ meetings for discussion pf methods and progress of classes. 

(e) Kindergarten for children, so that mothers may attend classes. 

( f ) Organization of Americanization committees. 

(.ft) Students’ advisory council in running schools. 

(h) Direct supervision by superintendent of schools or special director of 
evening schools and of Americanization who is in personal contact with the 
students. 


( i ) Teachers paid by industrial plant, school board furnishing building, sup¬ 
plies, janitor service, and supervision. 

O’) Maintenance of bureau of information in each school to help students in 
emergencies. 

(fc) Cooperation of school nurse and truant officer. 

(0 Rivalry between schools for attendance records. 

(m ) Conveyance to bring students to classes. 

( n) Personal visits by teachers, or letters or reply postal cards written when 
a student misses several successive nights. 

(o) Certificates and medals for attendance and proficiency. 

( p ) Prizes for best answer to “How can I become a better citizen of (name 
of city) and of the United States of America?” 

(ft) Classes in domestic science for women. 

(r) Bookkeeping classes. 

(s) Special classes in civics. 

( t ) Careful grading. 

( u ) Talks to students by naturalized citizens, professional and business men. 

(v) Citizenship laboratory: Treat the class as a body of voters, and have 
them elect city, county, and State officials. 

( w ) Call the class a club, to get away from school idea. Have club officers 
keep attendance record and make reports. Have a mock citizenship court. 

IX. Classroom suggestions: 

(ft) Carefully planned definite work for each session. 

(b) Work made attractive and practical. 

(c) Special assistance in filling out applications for citizenship papers. 

(d) Easy text for beginners. (Part I of Revised Federal Textbook and 
Manual.) 

(c) Supplementary reading material. 

( f ) Spelling contests. 

(ft) Questions on government and history, and other interesting subjects, for 
discussion. 

(h) Special vocabularies for workmen in various trades and industrial pur¬ 
suits (furnished by Division of Citizenship Training). 

X. Civic aids: 

(ft) Cooperation of local organizations (see V). 

(ft) Cooperation of public-spirited officials. 

(c) Cooperation of clerk of naturalization court. 

( d ) Higher qualifications required by courts. 

(e) Approval by naturalization court of school work. 

( f) Funds specifically provided for these classes. 

XI. Industrial aids: 

(ft) Cooperation of managers and foremen of industrial concerns. 

(ft) School attendance encouraged by employers. 


62 


EDUCATION AND AMERICANIZATION. 


(c) School attendance encouraged by labor organizations. 

( d ) School canvass of employees in industry to ascertain those of foreign 
birth. 

(e) Use of cards furnished by the public schools or this division in register¬ 
ing foreign-born employees in industrial concerns for school attendance. 

( f) Employees given time for instruction in public schools with full or part 
time pay. 

((/) Weekly school attendance kept by foreman; student given card each 
school session for delivery to foremen. 

(h) Payment by industrial concerns of naturalization fees of its employees, 
of transportation to naturalization court, and for time consumed. 

(i) Visits to school classes by employers. 

(j) Special talks in industrial concerns to stimulate interest in classes. 

(k) Facilitating filing of naturalization papers of employees in industrial con¬ 
cerns and use of the division’s status card, blank naturalization forms, and 
Syllabus of the Naturalization Law. 

XII. Sociability: 

(a) Social hour after class. 

(b) Entertainment in American homes at Christmas, Easter, holidays, and 
at other times by teachers. 

(c) Public celebrations and receptions for new citizens, under auspices of 
Americanization committees and chambers of commerce, women’s and other 
organizations. Public presentation, with appropriate ceremonies, of declarations 
of intention, of certificates of graduation, naturalization certificates, and certifi¬ 
cates of proficiency. 

( d ) Illustrated lectures. 

(e) Motion pictures. 

(f) Eutertainments and exhibits by different nationality groups. 

(g) Concerts—(1) Singing; (2) organization of bands or orchestras; (3) 
use of talking machines. 

(h) Dramatic clubs. 

( i ) Patriotic rallies. 

(j) Friendly contests of various kinds between men and women. 

(k) Refreshments provided by student body at different occasions mentioned. 


[U. S. Department of Labor, Bureau of Naturalization, Division of Citizenship Train¬ 
ing, Washington.] 

SUGGESTIONS FOR RAISING FUNDS FOR ORGANIZING OR MAINTAINING PUBLIC-SCHOOL 
ENGLISH AND CITIZENSHIP CLASSES FOR THE FOREIGN BORN. 

1. Entertainments by the foreign born; admission fee charged. 

(a) Pageants depicting national life. 

(b) A “Nationalities Bazaar”—Booths representing different nations and 
selling articles peculiar to each country. 

(c) Folk dances—Costumes representing different nations; prizes for most 
attractive costumes. 

(d) Auction sale of donated dolls dressed in the costumes of foreign lands, 
conducted in connection with musical or other entertainment given to both 
native and foreign born. 

( e ) Exhibit of characteristic foreign foods and handiwork, in connection 
with social settlement work. 

2. Benefit performances by local amusement houses. 

3. Subscriptions from public-spirited citizens, chambers of commerce, civic 
organizations, fraternal orders, women’s clubs, and others. 

4. Proceeds from bazaars, food sales, and entertainments given by public- 
spirited organizations for the purpose of interesting the community in the 
needs of the foreign born. 

5. Per cent of proceeds from lecture courses. 

6. May Day festival and other entertainments by public-school children of the 
foreign districts’. 

7. Ice-cream socials. 

8. Regular monthly contributions from philanthropic societies. 



EDUCATION AND AMERICANIZATION. 


63 


9. Tag clay for good citizenship; tags sold by volunteers. 

10. Appeal through newspapers for contributions, the names of the contribu¬ 
tors and the amounts to be published. 

11. Funds from one evening’s entertainment contributed by glee and dra¬ 
matic clubs. 

12. Contributions from industrial concerns; appeal based on increased effi¬ 
ciency and economic value to industry of English-speaking employees, stabiliz¬ 
ing labor, and reducing turnover. 

13. Subscriptions taken at mass meetings addressed by prominent members of 
racial groups and citizens. 

14. Duplication, by individuals or groups, of funds set aside by Board of 
Education for Americanization work. 

Spirited speeches on American citizenship privileges and advantages by 
public speakers, both men and women, should be a part of every campaign to 
raise these funds. An opportunity should be offered at fitting times for all who 
desire to file their applications to become citizens. 


U. S. Department of Labor, Bureau of Naturalization. 

teacher’s manual. 

Arranged for the guidance of the public-school teachers of the United States 
for use with the Student’s Textbook to create a standard course of instruction 
for the preparation of the candidate for the responsibilities of citizenship. 
Compiled from material submitted by the State public schools to the Bureau 

of Naturalization. 

Prepared by Raymond F. Crist, Deputy Commissioner of Naturalization. 


U. S. Department of Labor, Bureau of Naturalization. 

student’s textbook. 

A standard course of instruction for use in the public schools of the United 
States for the preparation of the candidate for the responsibilities of citizen¬ 
ship. 

Compiled from material submitted by the State public schools to the Bureau 

of Naturalization. 

Prepared by Raymond F. Crist, Deputy Commissioner of Naturalization. 


[Form Nat. Ed. 1. U. S. Department of Labor, Bureau of Naturalization.] 
Naturalization Educational Record. 


(City.) 


Name. 

Residence. 

Occupation. 

Date of school entrance: 

1st year. 

2d year. 

Name of wife. 

150116—19-11 


(Name of school.) 

. Age. 

. Arrived in U. S. 

Nationality. Decln. of Int. 

SCHOOL RECORD. 

Length of attendance: 

. 1st year. 

. 2d year. 


nights 

nights 




















64 


EDUCATION AND AMERICANIZATION. 


EDUCATIONAL RATING OF DECLARANT. 


At entrance: 

Illiterate. 

Reads in native language 
Writes in native language 


Yes 

No 

Yes 

No 

Yes 

No 


Speaks English. 

(See note.) 
Reads English. 

(See note.) 
Writes English. 
(See note). 

At 

entrance. 

End of 
1st year. 

End of 
2d year. 











1 


Previous education. 

Note. —ShowWell=W., Fair=F., Poor=P., None=N. 


[Form Nat. Ed. 2. U. S. Department of Labor, Bureau of Naturalization.] 
Naturalization Educational Record. 


(City.) 


(Name of school.) 

Name. Age. 

R esidence. 

Occupation. Nationality. Petition. 

SCHOOL RECORD. 

Date of school entrance: Length of attendance: 

1st year. 1st year.nights 

2d year. 2d year.nights 

Name of wife. 

EDUCATIONAL RATING OF PETITIONER. 


At entrance— 

Illiterate. 

Reads in native language 

Writes in native language 


Yes 

No 

Yes 

No 

Yes 

No 


Speaks English. 

(See note.) 
Reads English. 

(See note.) 
Writes English. 
(See note.) 

At 

entrance. 

End of 
1st year. 

End of 
2d year. 














Previous education. 

Note. —Show Well=W., Fair=F., Poor=P., None=N. 














































EDUCATION AND AMERICANIZATION. 


65 


[Form Nat. Ed. 3. U. S. Department of Labor, Bureau of Naturalization.] 

Naturalization Educational Record. 

WIFE OF CANDIDATE FOR CITIZENSHIP. 


(City.) 


(Namo ox school.) 

Name of wife. Age. 

Residence. Nationality 

Name of husband. Declaration of Int. 


Date of husband’s— 

Declaration of Int 
or 

Petition for Natzn 


Date of school entrance: 

1st year. 

2d year. 


SCHOOL RECORD. 

Length of attendance: 

. 1st year.night 

. 2d year.nights 

EDI CATIONAL RATING. 


At entrance— 

Illiterate. Yes 

No 

Reads in native language. Yes 

No 

Writes in native language. Yes 


No 


Speaks English. 

(See note.) 
Reads English. 

(See note.) 
Writes English. 
(See note). 

At 

entrance. 

End of 
1st year. 

End of 
2d year. 














Pre\ ious education. 

Note. —Show Well=W., Fair=F., Poor=P., None=N. 


[Form Nat. Ed. 4. U. S. Department of Labor, Bureau of Naturalization.] 
Naturalization Educational Record—Certificate of Transfer. 

[This card is to be given to pupil upon removal to another school jurisdiction for enrollment puposes.] 


Name. 

Residence at enrollment 

Occupation. 


(City.) 


Date of 


(Name of school.) 

. Age. 

. Nationality- 

Declaration of Intention- 

or 

Petition for Naturalization.. 


Name of wife 














































66 


EDUCATION AND AMERICANIZATION. 


SCHOOL RECORD. 

0 

Date of school entrance. Length of attendance.nights 


At entrance— 

Illiterate. 

Reads in native language. 
Writes in native language 


" Yes. 
-• No. 

Yes. 
" No. 

Yes. 
" No. 


Studies pursued. 

Ratings. 










Note. —Key to ratings: Excellent=E., Good=G., Fair=F., Poor=P. 


I certify the forgoing to be correct as shown by the school records of this jurisdiction 


Date 


(Superintendent, Principal, or Teacher.) 

« 


Record of Attendance. 




Symbols: “A," admitted; “D,” discharged; "N,” notice to employer; “T,” transferred. When pupil 
is discharged this card should be sent to principal. When pupil is transferred it should (with principals’ 
approval) be sent to new teacher, except upon removal from city. No pupil should be admitted, dis¬ 
charged, or transferred without principal’s approval. 


[Card in use by industrial concerns.] 

Name- Check No_ 

Date of Declaration_ 

Do you wish to complete your naturalization?_ 

If “ Yes,” give date of arrival in the United States (_ 

-) and date you began your residence 

in this State (_). 


U. S. Department of Labor, 

Division of Citizenship Training—Bureau of Naturalization. 








































































































































EDUCATION AND AMERICANIZATION. 


67 


[Poster.] 

The public schools of this city and the United States Government are helping 
our foreign-born friends who are applicants for American citizenship to learn 
our language and about our Government in preparation for good citizenship. 
The Government furnishes free textbooks. 

Enroll now. 

W. B. Wilson, 

, Secretary of Labor. 

Richd. K. Campbell, 
Commissioner of Naturalization, 


In this way we bring to the attention of the school authorities the 
names of these foreigners. We furnish them on individual cards, 
one card for the declarant and one for his wife, and usually have 
transfer cards giving the town where he is attending school, so that 
when he goes from one community to another he may be admitted to 
school advantages in whatever place he goes. We have these cards 
in colors arranged so that they are readily distinguished. They are 
used quite generally now in over 2,000 communities. 

That is particularly so in the lesser-sized communities. In such a 
place as New York the number of applicants for citizenship was so 
great that in the first years of this undertaking it was found to be 
impossible for them to carry on their part of the work of interesting 
these individual applicants for citizenship. There were too many of 
them for the school machinery. But in Chicago we furnish them 
regularly and have done so every year, and at the special, urgent 
request of the superintendent of the night schools in charge of this 
citizenship education. 

Mr. Welty. Do you not think section 4 should contain, or there 
should be placed in the bill, a provision requiring registration ? Do 
you not think it ought to go with that? That is, the bill which is to 
be framed by this committee requiring registration would be not 
only for registration, but for the education of the alien. 

Mr. Crist. I have never thought very much about the proposal 
to register. At first blush it would seem to me to be inexpedient and 
unwise to undertake. However, if in the judgment of the committee 
it feels that it is the thing to do, I see no reason why that should 
not be done as a means for raising funds throughout the country. 

Mr. Welty. Mr. Crist, do you not think we have the machinery 
now in our country, as provided by section 3 of the naturalization 
law r s? Every county has a clerk of a court having jurisdiction to 
naturalize these aliens, and since they have jurisdiction to natural¬ 
ize these aliens it would seem to me that it would not require a 
great deal of inconvenience on the part of a foreigner to register 
there at the time he moves into that community. 

Mr. Crist. I do not think there is any mechanical difficulty in the 
way of registration of the alien at these courts which are exercising 

naturalization jurisdiction. 

Mr. Welty. In other words, we have the machinery. 

Mr. Crist. The machinery is undoubtedly there in almost its 
entirety, but it would require a large governmental force to ac¬ 
complish registration. 



68 


EDUCATION AND AMERICANIZATION. 


Mr. Welty. Now, it is a fact that most of the citizens of this 
country, under the laws of the various States, are required to reg¬ 
ister before they can vote. If they place that burden upon them¬ 
selves why should we not require the alien to register? And why 
should there be any objection on the part of the alien to registering, 
so we will know where he is, and he will know that we know where 
he is? 

Mr. Crist. The objection, in my mind, is to be found in the state 
of the public affairs. We are confronted with a lot of unknown 
problems that have not been worked out on the part of this country. 
The alien constitutes the backbone of our industrial well-being. 
Over 50 per cent of all employees in the leading industries of the 
country are of foreign birth. They are now on their way back 
home in large numbers. The departures from the ports are great. 

Mr. Welty. Why are they now on their way back home? 

Mr. Crist. There are a number of reasons why they are going 
back. Some of them desire to go back home and take care of their 
affairs, and find members of their family whom they have not heard 
from for years. Then there is the feeling that they have had stirred 
up in their minds by those who are fomenting unrest that they are 
being badly imposed upon here, and that they would be better off 
in their own country. One or two foreign countries are, I am 
informed by reports coming in from our field men, sending litera¬ 
ture—at least, indirectly doing so—that is intended to stimulate 
strong sentimental regard for home land, even though on the face 
of it there is applause for the United States.- 

Mr. Welty. Your idea is that we should not require these aliens to 
register, because they might return to their home country on account 
of that burden placed upon them ? 

Mr. Crist. If they are required to register, I feel firmly convinced 
that that action will be laid hold of by these agitators for the over¬ 
throw of this Government, to create a further element of unrest in 
the minds of these foreign-born workers. They are mere tools. They 
are shut off from us—know nothing about us. They have passed 
through a period of painful experiences in various parts of the coun¬ 
try, notably in Pennsylvania and Ohio, during the period of the war, 
on account of the draft. Their sons were taken from them. They did 
not know what it meant. 

Mr. Welty. We did not take any sons of aliens, did we? 

Mr. Crist. We took 123,000 in the first draft, 76,000 of whom had 
not taken out their first papers. That is the report of Gen. Crowder, 
as it was read here yesterday, which he submitted during December, 
1917. 

Mr. Welty. How could it be possible to assimilate that class of 
people, unless we do that through our schools ? 

Mr. Crist. There is no other way, I think, by which it can be done 
than through the public schools. I believe I can demonstrate to the 
committee that the schools have completely taken hold of this work, 
and that through their agency and their influence they are Ameri¬ 
canizing these people. Registration will add nothing to their con¬ 
trol of, and their contact with, and their influence over these people. 
Registration would lessen all of this and estrange the foreign born. 




EDUCATION AND AMERICANIZATION. 


69 


I have never been able to find anything in the thought of registration 
that will meet or ameliorate the condition of the foreigner, or better 
his relationship with this country. I think it does mean that we 
would be adopting methods with which they are wholly familiar, but 
from which system they have been separated ever since they have 
been in this country. 

It would mean the counterpart of the systems that prevailed in 
Russia and in Germany before these people came here, and in Italy, 
and in the Austro-Hungarian Empire, and in a lesser degree even in 
France, where passports are required of people. We are putting our 
country on a par with that phase of the European governments in 
the undertaking of registration. 

Mr. Welty. Aes; but do you not find among the aliens a large 
number who have absolutely no conception of what liberty means? 

Mr. Crist. I do, and I can bring to the committee, and I propose to 
do it, evidence of foreign-born people wholly illiterate, who knew 
nothing about their own tongue and nothing about our tongue, who 
have evidenced a conception of liberty such as any person in this room 
might be well proud of expressing. The expressions come from 
men and. women who are in these classes for English and American 
citizenship which we have been having the communities organize dur¬ 
ing the last five years. 

When you consider that five years ago, in over 2,000 communities 
they knew nothing whatsoever of teaching native adults, to say noth¬ 
ing of teaching foreigners, and consider that to-day in over 2,280 
communities they have undertaken that work, and have undertaken 
it without any State appropriation of funds, you will see that the 
local communities realize the responsibility in a way that they never 
dreamed of realizing it before. 

I will be able also to show the committee that in these classes, in 
the first 166 reports received during this last year, beyond which 
we have not been able to arrange the statistics, in these 166 com¬ 
munities are about 780 classes where people of all ages, from 18 years 
up to over 60, men and women over 60 years of age, with 77 nationali¬ 
ties represented, have been studying and learning our tongue. And 
the nationality that was fourth in percentage in actual numbers was 
American. In other words, the native-born American illiterate adult 
has, for the first time, had provided the means by which he could go 
to school and not have to go to school with children. The adult 
illiterate American who wanted to overcome the obstacles of his 
youth that interfered with his education was obliged to have that 
ambition very strongly in his mind and then in addition to that a 
courage strong enough for a grown-up man to disclose his illiteracy 
and ignorance and subject himself to the ridicule of children in a 
classroom with children, whether day or night. 

Mr. Welty. Why not conduct those schools under the direction of 
the sovereign States ? Why not let them conduct the schools, and let 
them issue certificates to these aliens after they graduate? 

Mr. Crist. They should not be conducted in any other way, in my 
judgment, and that is the way they are now being conducted under 
our stimulative efforts. 


70 


EDUCATION AND AMERICANIZATION. 


Mr. Welty. Yes; but you said a moment ago they were being 
conducted without one cent of expense on the part of the local schoo] 
boards. 

Mr. Crist. No; I said they were being conducted, notwithstanding 
there were no State appropriations made expressly for them. The 
community in each instance has been aroused to its civic responsi¬ 
bility through our activities, and has realized it, and has organized 
the citizenship classes for the adult illiterates. 

Mr. Welty. Here is the trouble, that those matters are done as a 
matter of i charity. 

Mr. Crist. Oh, no. 

Mr. Welty. By those people who were interested for the time 
being. The boards of education of the several States ’have no funds 
to do that. 

Mr. Crist. The boards of education of the States 1 do not have. 
The boards of education of the States, as a general proposition, bear 
no relationship, excepting that of mere supervision, do the boards of 
education of the towns or cities of the State. I say “ boards of edu¬ 
cation of the towns or cities of the States,” as a general term. Some¬ 
times it is a mere principal of the school who runs the public schools 
in the town. In others they have a well-defined organization, con¬ 
sisting of a superintendent of schools, an assistant superintendent, 
or several assistant superintendents, supervising principals who have 
jurisdiction over various parts »of the city, and who report on their 
work to the superintendent. Under the supervising principals are 
the teachers of the various schools. In addition to that they have 
the supervising principal'for the district, and there is a supervising 
principal for the school building, who are subordinate to the super¬ 
vising principal for the district. My use of the term “boards of 
education ” is inapplicable in all cases, because in many communities 
they have no boards of education. We have a board of education 
here, and have a superintendent of schools with the administrative 
machinery under his direction. 

Mr. Welty. In those cases, the teachers simply do that as a matter 
of civic pride. 

Mr. Crist. Exactly ‘so. In every case where we have gone to the 
community, the school authorities of the community, where they had 
no organization of night classes for adults, have at first thrown 
themselves into the work voluntarily. 

Mr. Welty. Do you think those teachers should bear all that 
burden without any extra compensation, the burden of teaching these 
people ? 

Mr. Crist. No ; I do not, and it is not done that way. It is only 
done at the outset where the work is launched. When our examiners 
have had time to go to towns to promote the organization of these 
classes they have invariably met with the most enthusiastic recep¬ 
tion, and the volunteering of all kinds of teachers, so that there has 
been almost' universally an oversupply of volunteer teachers for the 
classes at the outset. As this work has developed, and in some cases 
it has developed in days or weeks, funds were made available in 
various ways. 

Mr. Welty. By making collections, and depending upon the 
people. 





EDUCATION AND AMERICANIZATION. 


71 


Mr. Crist. In the first instances, where there were no provision 
for funds for that kind of work, they have gone out and solicited 
and obtained funds to inaugurate this work. Invariably, within the 
course of the first year the school authorities have increased their 
budgets, or made provision, for allotments out of their budgets of 
funds for continuing this work, which was originally started by 
voluntary action. ’ 

Mr. Welty. If we had a Federal fund that could be sent out to 
the local schools, do you not think that would stimulate those local 
boards of education to duplicate that fund, or probably put two or 
three times more into that territory for the purpose of educating 
those people, if they realized the Federal Government was inter¬ 
ested ? We have no law, you see. 

Mr. Crist. We have a law now that this committee brought out 
authorizing the Bureau of Naturalization to conduct that work. 

Mr. TVelty. But you are very limited. You really have no au¬ 
thority. Ilou have advisory authority, and that is about all. 

Mr. Crist. That has proved to be sufficient to this extent, that in 
1915 there were probably 35 communities devoting their attention 
to this work, and now there are over 2,280. I said 2,250 a short time 
ago, but the report submitted here a few days ago shows an addition 
of some 35 or 38 communities during September, 1919. 

Mr. Welty. Could you not require every alien to read and write 
the English language and gain some knowledge of the history of this 
country and its geography and its government before they become 
citizens of this Nation? 

Mr. Crist. We could, and we do. That is being required under the 
law now. 

Mr. Welty. The law requires them to be able to speak the English 
language. 

Mr. Crist. The law requires them to be able to write, to the extent 
of writing their name. 

Mr. Welty. What section is that? 

Mr. Crist. Section 4. They must sign the petition in their own 
handwriting. 

Mr. Welty. They may sign it in any foreign language, though, 
may they not? 

Mr. Crist. Any language. They must also speak the English 
language. They must also be able to manifest an attachment to the 
principles of the Constitution of the United States. That means, or 
has meant in the past, that almost any kind of evidence was accept¬ 
able to the court. With the organization of the public schools, how¬ 
ever, the courts are directing the deficient petitioners to go to the 
schools and deferring their admission to citizenship until they are 
qualified. Therefore, as this work develops and the classes are or¬ 
ganized, the natural result is a requirement upon them, just as em¬ 
phatic and definite as though the law itself provided it and said they 
must be qualified up to whatever standard you want to make. The 
courts make these requirements. The judges are American citizens. 
They will not allow people to come into citizenship just because they 
appear in court. They were compelled to do so before this educa¬ 
tional machinery was erected at our insistence. 

Mr. Welty. 1 know; but the present law only requires an alien to 
be able to speak the English language. 


72 


EDUCATION AND AMERICANIZATION. 


Mr. Crist. It also requires them to evidence some attachment to 
the principles of the Constitution of the United States. 

Mr. Welty. Where is that law? Will you read that law? You 
said it was in section 4. 

Mr. Crist. On page 6, subdivision 4, it reads as folloAvs: 

It shall be made to appear to the satisfaction of the court admitting any 
alien to citizenship that immediately preceding the date of his application he 
has resided continuously within the United States five years at least, and 
within such State or Territory where such court is at the time held one year 
at least, and that during that time he lias behaved as a man of good moral 
character, attached to the principles of the Constitution of the United States, 
and well disposed to the good order and success of the same. 

Mr. Welty. Is that the only provision that the law requires a man 
to accept in order to become a citizen of the United States? 

Mr. Crist. That is the only provision that the courts of the United 
States, both the Federal and State, need to require these men to go to 
school. I have copies of orders of the court not only requiring these 
men to go to school on account of their ignorance, but on account of 
the ignorance of their wives; they, too, are similarly directed. 

Mr. Welty. I know; but there is absolutely nothing binding upon 
a court to refuse citizenship to anyone who is unable to write the 
English language or who has gained no knowledge of the history 
of this country or who does not know anything about its geography 
or its Government. In other words, all he is required to do is to be 
able to speak a few words in English, and if he says in those words 
he is “ attached to the principles of the Constitution of the United 
States and well disposed to the good order and success of the same,” 
nothing further is required of him. 

Mr. Crist. There is no language of law that the courts have ever 
needed to enable them to see that a man can not be attached to the 
principles of the Constitution of the United States if he does not 
know what the Constitution is, if he does not know how to conduct 
himself in America, if he does not know what American institutions 
are. If he is shut off from all of these things by his lack of under¬ 
standing our language, the courts have needed no mandate of law to 
discontinue the hearings and to order the alien to go to school when¬ 
ever the classes have been organized. They have done so because 
they are patriotic American citizens properly interpreting that pro¬ 
vision of law. 

Mr. Welty. Suppose he were to appeal that case. He can be 
naturalized according to the law of our land, and has rights accord¬ 
ing to the law of the land. 

Mr. Crist. He has only the rights of an alien, and in that case has 
no rights outside of what the law gives him, to appear in court with 
two witness to evidence his admissibility to citizenship. The court’s 
ruling is generally final there on any finding of fact, and whether he 
may or may not have a right of appeal the alien goes to school and 
goes in thousands. We have evidence of over 100,000 going to school 
during the past year. 

Mr. Welty. Why should you leave that in the discretion of a 
court ? 

Mr. Crist. Because the courts of the land administer the law. 

Mr. Welty. I know; but the courts observe the law and must be 
guided by the law, as well as those who come to have the law admin¬ 
istered before them. 


EDUCATION AND AMERICANIZATION. 


73 


Mr. Crist. If there is any other language that the committee would 
feel, in its wisdom, should go into any proposed legislation that 
would emphasize the requirements of the law as it is now construed 
3 ^ coin ts, I see no objection to it, except that it would un¬ 

doubtedly prevent any court from exercising as wide a latitude of 
discretion as they now exercise. 

Mr : Welty. All these matters are left within the discretion of each 
individual court. 

Mr. Crist. The courts are authority- 

Mr. Welty. Unto themselves. 

Mr. Crist. Unto themselves governed by this Federal statute. 

Mr. Welty. When they want to send a man to school, they have a 
right to send him to school, because he is an alien. 

Mr. Crist. The courts regard the objection of the Government to 
the admission of a man to citizenship on account of his ignorance. 
They do not overrule that objection b} T the Government, but instead 
direct the aliens to go to school. 

Mr. Welty. Yes; and that discretion is a command. Why should 
that alien be impressed with the fact that that judge has not only the 
power to execute a law but to execute his will and that will to become 
a law ? A man who comes from Russia surely finds upon the bench 
here a czar. But if, on the other hand, the judge points him to a 
law passed by another body of this Government, and then the judge 
tells him, “ I am subject to that and so are you,” the alien then is 
satisfied that the judge is not a czar. 

Mr. Crist. I have never found the attitude of the aliens to be that 
a court is a czar. The court in administering the law and in giving 
the order for the aliens to go to school, bases it upon the law. 

Mr. Welty. The only law we have is that he be able to speak a 
few words in the English language. That is all we have. 

Mr. Box. It says he must be attached to the principles of the Con¬ 
stitution. A judge with common sense must know he must know 
something about the Constitution in order to be attached to its prin¬ 
ciples. 

Mr. Welty. He could express that in other language. 

Mr. Crist. No. 

Mr. Welty. Why not? 

Mr. Crist. They have tried to express ideas of this Government 
on coming into court and undertaking to express themselves in Eng¬ 
lish and utterly and completely failed. There is only one way to 
learn Americanism, and that is to go into an American atmosphere 
and create that thought in the mind. They can not interpret their 
learning in the home country through our language. They can not 
interpret our institutions and life in their own language. They may 
start that way, but they must eventually come to the expression of 


our ideals through our tongue. 

Mr. Welty. Why should we not write those things into our laws 
so that they will be uniform all over the United States and all our 
judges follow them? 

Mr. Crist. There is no objection to that. I say if, in its wis¬ 
dom, the committee desires to do that, it will make it more em¬ 
phatic. . _ „ .. ,, .. 






74 


EDUCATION AND AMERICANIZATION. 


Mr. Welty. Do you not think in addition to having that law then 
the judge could follow the thought and expression of Congress in 
matters of that kind? 

Mr. Crist. The courts have interpreted those expressions of Con¬ 
gress in the manner in which I stated. 

Mr. Welty. But one court will interpret it one way, and another 
court in another way. One court w T ill be extremely strict in its 
interpretation and follow the law literally, and another court will 
not. There is absolutely no law upon the statute books, excepting 
that provision in section 4, which provides that he must be able 
to read the English language. 

Mr. Wilson. Is it not a fact that the rulings of the court have 
been quite uniform on that, and it has worked admirably well? 

Mr. Crist. There is no question about it. 

Mr. Wilson. I am talking about the discretion of the court. You 
might say the court must reach the conclusion that a man has a 
good moral character, and then you might contend w T e must write 
a provision in the law to tell the court what constitutes a good moral 
character. 

Mr. Kleczka. In reference to the prevailing construction of this 
part of the law, I would like to put in the record an article from 
the Milwaukee Sentinel, of October 20, 1919: 

NEW CITIZENS OF HIGHEST TYPE-CLASS ADMITTED LAST WEEK WAS WELL IN¬ 
FORMED ON UNITED STATES PRINCIPLES-MANY OF THEM GERMANS-THOSE WHO 

REGISTERED WITH BERLIN CONSUL MUST START AGAIN. 

All records for the granting of citizenship papers, since this country en¬ 
tered the war were broken last week in Circuit Judge Halsey’s court. It is 
estimated that approximately 200 Milwaukeeans renounced allegiance to for¬ 
eign countries. The majority of those admitted were Germans whose appli¬ 
cations were held up during the war. 

One of the facts revealed during, the hearing was that the class of those 
admitted was better acquainted with American Government and the English 
language than those admitted in previous examinations. 

Among the nationalities other than Germans admitted to citizenship dur¬ 
ing the last week were: Italians, Russians, Irish, English, French, and Scandi¬ 
navians. 

Now follow the remarks of the judge, who is the dean of the 
circuit judges of Milwaukee County, and is rather exacting in the 
requirements for admission to citizenship: 

Those admitted were of the highest type and a credit to the future Ameri¬ 
can citizenship. They were well versed in the doctrines" of Americanism and 
in the majority of cases spoke and read our language fluently. 

That is the outcome of the work of these evening schools, about 
which I have told the committee we have in Milwaukee. It is the 
opinion of a circuit judge. 

Mr. Crist. I can give you the history of the Milwaukee schools. 

Mr. Wilson. I would like to have you do that. 

Mr. Crist. In August, 1914, this work of promoting the public 
schools was turned over to me.' I was given authority to travel in 
different parts of the country. I went only so far west as the 
Mississippi River. 

In August, 1914, I was in Milwaukee and discussed the Ameri¬ 
canization plans of the department with Judge Halsey and with 


EDUCATION AND AMERICANIZATION. 


75 


Mr. H. O. Berg, who was then just commencing to get some con¬ 
ception of the possibilities of the night schools in their relation to 
the adult foreigners there. Mr. Berg at that time had his whole 
school system blocked out on three sheets of paper, the typewriting 
of which could all have been gotten on one ordinary-size letter 
sheet. He was very enthusiastic about it. We had a most delightful 
discussion of the possibilities of these citizenship classes in Mil¬ 
waukee, and not only in Milwaukee but in relationship to the entire 
Nation. 

Judge Halsey said he had admitted people to citizenship whom 
he knew were not contributing to the citizenship of the Nation as 
they ought to contribute, but with this plan of schools to be devel¬ 
oped he believed it would give the courts the support which they 
needed and absolutely had to have in order that the aliens before 
admission to citizenship should learn what the Constitution of the 
United States meant in principle, not in words but the principle 
upon which this Government was established. 

Since that time the schools have been established in various build¬ 
ings. In 1915 and 1910, however, but slow progress was made. And 
I want to put into the record here some correspondence showing this 
development. 


Early in 1916 Mr. Berg reported that up to that time “ night-school teaching 
was a side issue ” and his inability to secure volunteer teachers for summer 
classes. A mass meeting was proposed to Mr. Berg by the naturalization exam¬ 
iners. This was held in August, 1916, attended by both native and foreign born 
and prominent city officials. This action resulted in putting the citizenship 
classes upon a firm foundation in the public-school organization. It was no 
longer a side issue. 

Mr. Berg sent the following report to the Bureau of Naturalization on 
January 13, 1917: 


Milwaukee Public Schools, Extension Department, 

January 13, 101 7. 

• 

Mr. Richard Campbell, 

Commissioner of Naturalization, Washington, D. C. 

My Dear Mr. Campbell: Permit me at this time to express to you my ap¬ 
preciation of the cooperation which has been extended by your bureau to the 
extension department of the Milwaukee public schools in making the evening 
schools of Milwaukee a success. 

To me the evening schools have always been the weakest link in our educa¬ 
tional system. Persons who wished to attend were welcomed, but no con¬ 
certed effort had ever been made to invite or attract them to the schools. 

Your bureau, through its cards and circular letters, has opened up a new 
field for us in Milwaukee, which we have been able to work with marked 

SIICC6SS. 

We are putting forth special effort to make our citizenship classes a suc¬ 
cess. 1 have been pleased at the willingness of your staff to assist us by 
giving valuable suggestions as well as material assistance. 

These new activities of your bureau have done much to promote the evening 
schools of our city. 

Respectfully, yours, 

H. O. Berg, 

Supervisor Extension Department. 


Since then the public schools of Milwaukee have given education to thou¬ 
sands of adults, both native and foreign born. They have classes in many 
parts of the city. It is no longer a side issue. They have developed their 
facilities until these night classes are in many respects the most prominent of 
the public-school classes. Last spring all Milwaukee held a two-day American¬ 
ization pageant in recognition of the 613 new citizens admitted during the 
preceding 10 months. All of these attended the night schools, which had 


76 


EDUCATION AND AMERICANIZATION. 


grown from a mere handful in 1914. These new citizens present a most inter¬ 
esting chapter in American citizenship building. It is plainly suggested by 
the following portion of the official program : 


Native countries of the new citizens. 


Austria_ 65 

Belgium_ 1 

Canada_ 9 

Denmark_ 11 

England_ 18 

Finland_ 1 

Germany_ 307 

Greece_ 9 

Holland_ 4 

Hungary_ 34 

Ireland_ 11 

Italy_ 22 

Norway_;_ 12 

Russia_ 87 

Scotland_ 5 

Sweden_ 8 

Switzerland_ 5 

Turkey_ 2 

Wales_ 2 


Total_ 613 


Domestic relations. 


Married men- 515 

Divorced men- 3 

Widowers- 5 

Single men_ 84 

Single women_ 6 


% 

Total_ 613. 

Total of new citizens. 

Married men and wives-1,030 

Children_1,303 

Single men_ 84 

Single women_ 6 

Divorced men_ 3 

Widowers_ 5 


Total_2,431 


The entire city of Milwaukee was represented in this pageant, which was par¬ 
ticipated in and aided in its organization by the naturalization service. 
Chairman of general committee, Mr. Charles M. Morris. 

Treasurer of general committee, Mr. Robert W. Baird. 

Executive committee. —Mrs. A. M. Simons (chairman), Mrs. George Lines, 
Mrs. James H. Hackett, Mrs. Arthur T. Holbrook, Mrs. John W. Maringer, Mr. 
Dudley C. Watson, Mr. Mortimer I. Stevens, Mr. Samuel J. Brockman, Mrs.. 
Evan D. Jones, Mrs. William MacLaren. 

Box committee. —Mrs. Evan D. Jones (chairman), Mrs. George Lines, Mrs. 
William D. Van Dyke, Mrs. James H. Hackett, Mrs. Grant Fitch, Mrs. Otto 
Falk, Mrs. Samuel Adler, Mrs. Nat Stone, Mrs. Ignace Sawicki, Miss Paula 
Uiblein, Miss Alice G. Chapman, Dr. Arthur T. Holbrook, Mrs. Henry O. Sey¬ 
mour, Mr. Lawrence A. Olwell, Mrs. George Manierre, Mrs. Edwin S. Mack, 
Mrs. W. F. Woolard, Mrs. Guy F. Gregg, Miss Marion Andrews. 

Program committee. —Mr. William W. Wight (chairman), Mrs. Carol M. 
Allis, Mrs. Frank L. Vance, Mrs. Rudolph B. Hartman, Rev. Charles H. Beale, 
Miss Amanda E. Peter. 

Ticket committee. —Mrs. James IJ. Hackett (chairman), Mrs. Carroll M. 
Towne, Mrs. Augustus C. Umbreit, Mrs. Hugo O. Teweles, Mrs. Louis Auer, 
Mr. W. G. Coapman, Mrs. James E. Mehan, Mrs. William A. Schneider, Mr. 
George C. French. 

Publicity committee. —Mr. Mortimer I. Stevens (chairman), Mrs. Arthur T. 
Llolbrook, Mrs. John P. Hume, Mr. Robert W. Baird. 

Committee on new citizens.- —Mrs. William MacLaren (chairman), Mrs. Wil¬ 
liam D. Sawyer, Mrs. Perry Williams, Mrs. Robert W. Baird, Mrs. Charles M. 
Morris, Mrs. Charles S. Forsyth, Mrs. H. II. Jacobs, Mrs. Samuel Friend, Rev. 
Herbert C. Noonan, Judge John C. Karel, Ernst von Briesen. 

Naturalization committee. —Mr. Harold O. Berg (chairman), Mr. Willet M. 
Spooner, Mr. James C. Wall. 

Printing committee. —Mr. Henry L. Nunn (chairman), Mr. Dudley C. Watson, 
Mrs. George A. Chamberlain. 

Committee on new citizenship badges .—Miss Ellen C. Sabin (chairman), Mrs. 
Edward P. Bacon, Mrs. George H. Noyes, Mrs. Henry M. Thompson, Mrs. James A. 
Sheridan, Mrs. Samuel O. Buckner, Mrs. Isaiah Boorse, Miss Macy D. Rodman, 
Miss Gertrude C. Ross, Miss Emily F. Brown, Miss Gertrude Hull, Miss Amelia 
C. Ford, Miss Caroline M. Murphy, Miss Katherine S. Arnold. 

Pageant committee. —Mr. Dudley C. Watson (chairman), Mrs. A. M. Simons, 
Miss Janet Smith, Mrs. J. Tracy Hale, Miss Lulu M. Dysart, Miss Marie L. 
Smith, Mrs. Jacob P. Callan. 







































EDUCATION AND AMERICANIZATION. 


77 


Music committee.— Mrs. Catherine Pannill Mead, Miss Anna li. Robinson, Mrs 
Iloes E. Powell, Mrs. Jacob A. Soger. ’ 

The financial security, the prominence of their place, the flourishing condition 
of their attendance and mutual relationship existing with the Federal Govern- 

men. througn the division of citizenship training is clearly seen from those re¬ 
cent letters: 


Director of Citizenship: 


United States Department of Laror, 

Naturalization Service, 

Chicago, III., October 21, 1019. 


1. While in Milwaukee on the 16th I called on Mr. II. O. Berg supervisor 
extension department, Milwaukee public schools, and informed him that if there 
is anything this service could do to further the work of the schools in Mil¬ 
waukee to please call on us and every possible assistance would be given. He 
stated he would be glad to have our cooperation and requested that we make 
arrangements to have classes examined at about the time the classes in citizen¬ 
ship close, tie was assured that this would be arranged. 

2. He also expressed a desire to have the cards giving the names of peti- 
tioneis and declarants who filed papers in Milwaukee and was advised that the 
bureau would be requested to furnish these cards. I would suggest that the 
names be furnished from January I, 1919, if possible, as this would give him a 
large number of names to be used in follow-up work. 

3. Mr. Berg is very enthusiastic about the night-school work and has ample 
funds with which to carry on the work. He has a good school board back of 
him and there should be good results in Milwaukee. 

Fred J. Schlotfeldt. 


Mr. H. O. Berg, 

Supervisor Extension 


United States Department of Labor, 

Naturalization Service, 

Chicago, III., October 21, 1010. 


Department, Public Schools, 

Milwaukee, Wis. 


My Dear Mr. Berg : 1. Referring to our conference of last Thursday, can you 
furnish me with a schedule showing the time the several citizenship classes will 
conclude their courses during the school year and also advise me as to how 
long before the close of each class it would be desirable to have examiners 
come to Milwaukee to conduct the necessary examination? 

2. Please do not hesitate to let me know whenever you think this office can 
be of any assistance to you in the educational work at Milwaukee. 

Very truly, yours, 


Fred J. Schlotfeldt, 
Chief Naturalization Examiner. 


Mr. Crist. What has been accomplished in Milwaukee has been 
or is being accomplished in 2,280 other communities located in every 
State of the Union, including Alaska. It is all for the foreign born 
primarily. Let us have the lawful right to bring the adult American 
illiterates into these classes and fill the empty seats awaiting them, 
and we can eradicate the illiteracy of this Nation and at no expense to 
its citizens inside of 10 years. 

Mr. Chairman, I have here a very comprehensive outline of the 
course of study pursued in the Milwaukee public schools in teaching 
citizenship to the foreigners of that city. I think it will be a very 
valuable addition to this hearing for the members of the committee, 
and I submit it for inclusion in my remarks, after reading it. It is 
similar to that in very many other cities and towns all over the 
country: 

A monarchy is a government ruled by a king or an emperor, who receives 
his position by birth. 

A republic is a representative government—that is, a government by the 



78 


EDUCATION" AND AMERICANIZATION. 


History. 

Discovery of America—Columbus—1492. 

Revolutionary War (1775-1783)—England—Taxation without representation. 
George Washington (Commander in Chief). First President. 

Declaration of Independence from England—July 4, 1776—Philadelphia. 

War of 1812 (1812-1814)—England—Troubles on the ocean. 

Mexican War (1846-1848)—Troubles about Texas boundary line. 

Civil War (1861-1865)—North versus South—Secession. 

States rights—Slavery—President Abraham Lincoln. 

Spanish-American War (1898)—Spain—Mistreatment of Cubans—President 
McKinley. 


FLAG. 

Thirteen stripes—one for each Colony.. 

Forty-eight stars—one for each State. 

CONSTITUTION. 

Main law—written by representatives of the 13 Colonies—adopted 1787, Phila¬ 
delphia. 

Preamble: Reasons for government—give justice and equal rights to all— 
blessings of liberty to ourselves and our children. 

Three departments in Government—legislative, executive, and judicial. 

Legislative department—make the laws—Congress (Senate and House of 
Representatives). 

House of Representatives: Congressmen—elected for two years—apportioned 
according to population—qualifications (25 years of age; 7 years a citizen; resi¬ 
dent of State from which elected)—Washington—every year, first Monday in 
December. 

Fourth district: John C. Kleczka. 

Fifth district: Vacant. 

Senate: Senators—two from each State—elected by people—six-year term— 
qualifications (30 years of age—9 years a citizen—inhabitant of State from 
which elected)—Vice President is President of Senate—check on House—Wis¬ 
consin Senators (Robert M. La Follette and Irvine L. Lenroot). 

HOW A BILL BECOMES A LAW. 

A bill, in order to become a law, must first be adopted by the House of Repre¬ 
sentatives by a majority vote of those present, passed by a similar vote in the 
Senate, and then signed by the President. 

If a bill originates in the Senate it goes from the Senate to the House of 
Representatives and then to the President. 

If the President vetoes the bill, i. e., refuses to sign, it goes back to both 
Houses and must pass by a two-thirds vote of all the Members of both Houses. 
It then becomes a law without the President's signature. 

If the President keeps a bill for 10 days without signing or vetoing it the 
bill becomes a law without his signature. 

IMPORTANT POWERS OF CONGRESS. 

Levy taxes. 

Borrow money on the credit of the United States. 

Regulate commerce with foreign nations. 

Establish a system of naturalization. 

Coin money. 

Establish post offices and roads. 

Declare war. 

Raise and support armies and navies. 

Executive Department: Carry out the laws—President (Woodrow Wilson) 
term (four years) 1913-1917—chosen by electors who are elected by the people— 
qualifications (native born, 35 years old, 14 years resident of United States) — 
March 4—national election, first Tuesday after the first Monday in November. 

President’s Cabinet Advisers: Secretaries of State, War, Navy, Treasury, 
Interior, Agriculture, the Attorney General, the Postmaster General, and the 
Secretaries of Commerce and of Labor. 



EDUCATION AND AMERICANIZATION. 


79 


Impoitant powers of President: Legislative—sign bills or veto them. Execu- 

JSr+T? 0rCe la ) vs —9 0m c mander in Chief of the Army and Navy—make treaties 
w tli the consent of the Senate—appoint ambassadors and ministers. 

Pro«vL f ie ?f^ nt c 3 ^^ omas Marshall)—Fill vacancy in the Presidency— 
President of the Senate—qualifications (same as President) term (4 years) — 
elected in the same manner as President. 

Judicial Department: Apply and interpret (tell the meaning) the law. 

. Court: One Chief Justice and eight Associate Justices—appointed 

by I resident with consent of Senate—serve during good behavior 
Inferior courts: Circuit Court of Appeals, District courts. 

Amendments: Additions to the Constitution—17—how made (proposed by 
two-thirds of both Houses of Congress and ratified by .the legislature of 
three-fourths of the States, may also be proposed by a convention called by 
the legislatures of two-thirds of the States). 

I. Religion—press—speech. 

II. Militia. 

III. No troops. 

IV. Unreasonable search. 

V. Capital punishment—due process. 

VI. Right to face accuser. 

VII. Trial by jury. 

VIII. Excessive bail. 

IX. No suit. 

X. Rights reserved to people. 

IX. No suit. 

XII. President 

XIII, XIV, XV. Slavery. 

XVI. Senators. 

XVII. Income tax. 

Wisconsin. 


Northwest Territory—admitted to Union in 1848. 

Four departments: Legislative, executive, administrative, and judicial. 

Legislative department: Make the laws—State legislative (Senate and As¬ 
sembly ). 

Assembly: Assemblymen (100) elected biennially—first Tuesday after the 
first Monday in November—qualifications (lived in State one year and be a 
United States citizen)—Madison—session every two years opening on the sec¬ 
ond Tuesday of January of each odd numbered year. Speaker (Lawrence 
Whittet). Detroit Street School (John P. Donnelly). Clarke Street School 
(Carl Minkley). Forest Home Avenue School (Frank Kurbarsky). Four¬ 
teenth* Street School (Herman Kent-). Dover Street School (Frank Metcalf). 
Thirty-seventh Street School (Geo. Reinhardt). Fifth Street School (Christ 
Talaus). 

Senate: Senators (33)—elected biennially—same time and manner as as 
semblymen—four-year term—chosen alternately from the odd and even num¬ 
bered districts—qualifications (same as assemblymen). President (lieutenant 
governor). 

how a bh.l becomes a law. 


Any bill may originate in either branch of the legislature. A bill in order 
to become a law must be adopted by a majority vote of those present in each 
house and then signed by the governor. 

If the governor vetoes the bill, it goes back to both houses and must pass 
by a two-thirds vote of the members present. It then becomes a law without 
the. governor’s signature. 

If *the governor keeps a bill over six days, the same becomes a law without 
his signature. 

Executive department: Carry out the laws—governor (E. L. Philipp)—two 
years—elected by the people, first Tuesday after first Monday in November— 
qualifications (United States citizen and a qualified elector)—takes office first 
Monday in January after the general election. 

Important powers of the governor: Legislative (sign bills or veto them) — 
executive (enforce laws—grant pardons—commander in chief of the militia). 

Lieutenant governor: (Ed. Dithmar) fill vacancy in the governorship—qual¬ 
ifications (same as governor)—term and election, same as governor. Presi¬ 
dent of the Senate. 


150116—19-12 



80 


EDUCATION AND AMERICANIZATION. 


Administrative department: Really part of the executive department—con¬ 
sists of secretary of state, treasurer, and attorney general, insurance commis¬ 
sion and various boards (railroad commission, industrial commission, State 
board of health, State board of control, civil service commission, State board 
of examiners and a few others). 

Judicial department: Apply and interpret (explain) the laws. 

Supreme court—circuit court—probate court and justices of the peace. 

Supreme court (highest)—seven justices—elected first Tuesday after first 
Monday in April—term of 10 years—Madison. 

Amendments: (1) Passed by a majority of vote of each House; (2) pub¬ 
lished three months before the election of members to the next legislature; 
(3) be passed by both Houses of that legislature; (4) be approved by a major¬ 
ity of the voters. * 


MILWAUKEE COUNTY. 

Three departments: Legislative, executive, and judicial. 

Legislative department: Make the laws or ordinances—board of supervisors 
(19)—term of 2 years—elected by qualified voters—one from each assembly 
district—elected first Tuesday after first Monday in November in even num¬ 
bered years—county seat (city of Milwaukee)—courthouse—must meet each 
year on the Tuesday following the second Monday in November—may have 
special meetings—elects its own chairman (William McCarthy). Fourteenth 
Street School (Herman Hucke). Forest Home Avenue School (Joseph Michal- 
ski). Dover Street School (Eugene Warnimont). Clarke Street School 
(George Moesschel). Detroit Street School (William McCarthy). Thirty- 
seventh Street School (Hugo Franke). Fifth Street School (Stephen 
Wanta). 

Powers—levy a county tax—erect, repair, and maintain county buildings, as 
courthouse, county jail, poorhouse, insane asylum, morgue, hospital, house of 
correction, roads, bridges, etc. 

Executive department: Carry on the laws—sheriff (Edmund Melms)—clerk, 
treasurer, register of deeds, district attorney, surveyor, and superintendent of 
schools—all except superintendent of schools elected on the first Tuesday in 
April—term of all, two years. 

Sheriff: Keep peace and good order in the county, serve warrants, subpoena, 
etc., issued by courts of county; custodian of county jail, arrest offenders of the 
law, places them in the county jail, feeds them, takes charge of them during 
the trial; if convicted, takes them to prison; takes charge of criminals and 
juries in circuit court. 

County clerk: Secretary of county board, keeps the records of the county 
receipts and expenditures, draws all orders on the county treasurer. 

County treasurer: Receives, keeps, and pays out all money belonging to the 
county. 

Register of deeds: Keeps record of deeds and mortgages upon real estate in 
county, also births, marriages, and deaths in county. 

County surveyor: Makes surveys of land, roads, lots, streets when ordered 
by the court or upon application of individuals or corporations. 

County superintendent of schools: Charge of schools in county outside of the 
city of Milwaukee. 

District attorney: Prosecutes all cases in which the State or county are con¬ 
cerned. 

Judicial department: Will be given under city of Milwaukee. 

CITY OF MILWAUKEE. 

• 

Two departments, legislative and executive. 

Legislative department: Common council—37 aldermen—one from each of the 
25 wards, elected for two years, and 12 aldermen at large, elected for four 
years—half of the aldermen at large are elected every two years—chooses 
a president (Cornelius Corcoran) from its own membership. 

Powers: Enact ordinances for public safety and convenience—elect the city 
clerk—before January of each year prepare a budget of the amount of money 
needed to run the government the next year—in financial matters the council is 
limited by the charter. 

A majority of the council passes an ordinance, the mayor signs it, the clerk 
records it, and it is published in one or more papers; it is then an ordinance- 






EDUCATION AND AMERICANIZATION. 81 

The mayor has five days in which to consider an ordinance; if he vetoes it, the 
council may overrule his veto by a two-thirds vote of all the members. 

~ x ^; lltlve department: Mayor (Dan Hoan)—elected for two years on the 
council eSday m April —Sreat power of appointment, with approval of the 

Comptroller (Louis Ivotecki)—elected for two years—examines books of 
tieasuier, reports to the council to whom money was paid, audits claims, exam¬ 
ines and countersigns contracts, bonds, and city orders. 

Tieasurer (John I. Drew) elected for two years—receives and keeps the 
money to be paid out. 

Cit> attorney (( lit W illiams)— elected for four years—conducts the law 
business of the city. 

dax commissioner appointed by mayor for three years—supervises the as¬ 
sessment and appoints one assessor for each ward. 

Conimissionei ol public works appointed by mayor for two years—supervisor 
of stieets, alleys, bridges, docks, public buildings and grounds, sewers, etc. 

Health commissioner—appointed by mayor—four-year term—general charge 
of matters of health and sanitation. 

Building inspector—appointed by mayor for four years—enforces building 
ordinances. 

Chief of police: Appointed by the board of police and fire commissioners. 

Chief of the fire department: Appointed by the board of police and fire com¬ 
missioners. 

Park commissioners;: Five members—term, five years—appointed by mayor. 

Board of school directors: Fifteen—elected by the people—term, six years— 
one-third go out of office every two years. 

Library board: Nine members—appointed by mayor—president of school 
board and school superintendent are ex officio members—the e five elect the 
other four. 

Museum board: Similar to library board. 

Judicial department: No judicial department—courts in city are a part of 
the county, State, or Federal Government. District or police court and muni¬ 
cipal court—two courts of city origin—cases of disorderly conduct, etc.—graver 
cases in municipal court. 

Juvenile court—Jurisdiction over boys under 17, girls under 18 years—three 
sessions a week—chosen by the judges of the county—detention home. 

Milwaukee County civil court: Jurisdiction over cases involving less than 

$ 2 , 000 . 

County courts (probate) : Two branches—probate wills, appoint guardians, 
etc. 

Circuit courts (State courts) : One for Milwaukee County—six judges— 
mainly civil cases involving amounts over $2,000. 

Circuit court and district court (United States) : Jurisdiction over case, in¬ 
volving the United States. 

The Chairman. Without objection, the paper as read will be in¬ 
cluded in the printed record of the hearings. 

Mr. Raker. Is there any difference there from any other place in 
the mode of naturalization ? 

Mr. Crist. The method is the same all over the country. # The 
treatment of the subject differs somewhat in one community from 
that of another. I was referring to Milwaukee because it had been 
mentioned by Congressman Kleczka, but in that city the attention 
given to citizenship and the conferring of citizenship is a credit 
to any part of the world, any part of this country. It is a credit 
to the highest ideas of citizenship that any man or woman ever enter¬ 
tained. That is a transformation that has occurred, not only in 
Milwaukee but all over the United States, wherever they had the 
funds to do it. 

The participation in the naturalization ceremonies, that were in¬ 
augurated last spring in Milwaukee by the racial groups were such 
as inspired everyone who saw or participated in them with an added 


82 


EDUCATION AND AMERICANIZATION. 


pride in being an American. It meant the undying loyalty by the 
coming Americans dedicated to this country beyond a shadow of a 
doubt. It means the stabilizing of the individual in industrial em¬ 
ploy. It means cutting down the labor turnover. It means loyalty 
inspired in the breast of American native born and arouses their 
Americanism beyond any thought they ever had before. 

Mr. Raker. Does it do away with the question of national group¬ 
ing? 

Mr. Crist. That is handled in this way: The groups are together 
and isolated by nationality. Before the Bureau of Naturalization 
undertook to promote their training in public schools, they were in¬ 
terested in the proposition of dealing with this question of educating 
the foreigner, and we have limited ourselves, according to the 
statute, to the foreigners who were candidates for citizenship. Until 
we did that, even when we started with it, they organized these 
classes first in the regular established school buildings. Those school 
buildings were located because of the number of children, and on 
account of the territorial allotment of schools throughout the com¬ 
munity. For instance, in Los Angeles we started to cooperate with 
the Los Angeles school in 1914. In Los Angeles the rule is to estab¬ 
lish a school at any place where there are foreigners, at any time, 
day or night, and teach citizenship responsibility. 

Mr. Raker. This is not exactly aside from the subject, but it has 
relation to the financial part of it. Of course, we have many citi¬ 
zens, as you know, who can neither read nor write, and we are not 
spending Federal money in educating them. I am thoroughly in 
accord with your view on educating the foreigner, but are they in any 
way contributing toward the schools for those who apply for citi¬ 
zenship ? 

Mr. Crist. Whenever an alien is required to pay a tax of any 
character, he contributes in that way in common with other citizens, 
in whatever proportion the State law requires him to pay a tax. 

Mr. Raker. He pays a tax on his personal property, or real estate, 
if he has any, like any other citizen ? 

Mr. Kleczka. And his income tax. 

Mr. Raker. Yes; and his income tax, but for that special train¬ 
ing of those who are beyond the school age, who are being instructed 
how to become good citizens and are getting an education, are they 
contributing in any way, outside of the ordinary tax levied and col¬ 
lected ? 

Mr. Crist. I do not know that they are in a direct way. 

Mr. Wilson. Mr. Crist, if you have the information, can you tell 
us just how that Americanizing educating problem was carried on in 
Milwaukee ? 

Mr. Box. I am very much interested in that, and would like to 
have him proceed along that line. 

Mr. Wilson. While discussing that Milwaukee proposition, give 
us an idea of what was arranged and how it was financed. 

Mr. Crist. It was a gradual growth, from a small start. Schools 
were established in one or two of the main buildings. 

Mr. Kleczka. In the public-school buildings? 

Mr. Crist. Schools were established to teach citizenship in one or 
two main public-school buildings. They have extended it through- 


EDUCATION AND AMERICANIZATION. 


83 


out the city until practically the entire city is covered with classes 
tor the instruction of these adult foreigners. 

Wilson. They have their classes in public-school buildings? 

Mr. Crist. Y es; they are all in public-school buildings. In some 
cases they have hired sufficient room to conduct these classes, but 
I consider those are public-school buildings. 

Mr. Wilson. The buildings are maintained by the city of Mil¬ 
waukee ? 

Mr. Crist. Yes, sir. 

Mr. Wilson. Just proceed along on that subject. 

Mr. C rist. All of the financial support of these public schools 
comes through the usual budgetary channels of the city. They now 
have appropriations for the support of this particular special branch 
of education in that community. 

Mr. Kleczka. In Milwaukee, I might say, it is all maintained 
from public funds. The city had a teacher in the educational depart¬ 
ment. I do not know’ whether they got any financial assistance from 
the Bureau of Naturalization, but it was all under the supervision 
of the superintendent of schools and the local municipal board of 
education. 

Mr. Wilson. It all came out of the public-school fund of the city. 

Mr. Kleczka. Yes, sir. 

Mr. Wilson. Extra teachers were had ? 

Mr. Kleczka. Yes. I don’t know whether the Bureau of Naturali¬ 
zation contributed, but it was all under the supervision of the local 
school board. 

Mr. Wilson. I think w T e should arrive at some definite method here 
in regard to the financial part of it. 

Mr. Raker. The expenses were paid out of the ordinary school 
fund levied and collected as taxes for that purpose. 

Mr. Kleczka. Yes. 

Mr. Wilson. Mr. Crist, did the Bureau of Naturalization furnish 
any funds or instructors at Milwaukee? 

Mr. Crist. No, sir; we do not furnish instructors or funds at any 
of these places. 

Mr. Wilson. Do you furnish books? 

Mr. Crist. We furnish textbooks on citizenship, copies of which 
the committee members have here, which was authorized by the act 
of Congress, May 9, 1918. 

Mr. Wilson. Do they use those in the Milwaukee schools ? 

Mr. Crist. Yes; in the advanced classes. I have a copy of another 
letter from the supervisor of the extension department of the Mil¬ 
waukee schools, dated April 19, 1919, of which only one paragraph 
is pertinent, and which reads as follows: 

It is needless for me to state that Milwaukee is running as many classes for 
the teaching of English to foreigners as possible, and that we are quite proud 
of our cooperation with the Department of Naturalization in all its citizenship 
classes. 

That is signed by H. O. Berg, supervisor of the extension depart¬ 
ment of the Milwaukee schools. 

Mr. Wilson. Has there been any complaint on the part of the 
public in Milwaukee that the public-school fund was being diverted 
to the teaching of aliens ? 


84 


EDUCATION AND AMERICANIZATION. 


Mr. Kleczka. On the contrary, they are all for it. They realized 
that the problem had to be solved in some such practical way. They 
have even asked to enlarge that program and develop it. 

Mr. Wilson. It is the object of section 4 of the bill we are now 
considering that there should be a contribution from the United 
States Treasury for this school work in Wilwaukee and other cities? 

Mr. Crist. No, sir. 

Mr. Wilson. What is the object of this $500,000 request in sec¬ 
tion 4? 

Mr. Crist. The $500,000 is for administration of the entire act. 
On page 4, the 15th subdivision provides for the issuance of cer¬ 
tificates of United States citizenship. That is going to mean an ad¬ 
ditional duty, and it will require a number of additions to our 
personnel all over the country and in Washington. The amount 
requested is less than the Government collected last year in natu¬ 
ralization fees from those applying for naturalization. 

Mr. Wilson. Is there a tax charged for that? 

Mr. Crist. Just a dollar, the fee that the applicant for this cer¬ 
tificate is to pay, either to the clerk of the court or the Bureau of 
Naturalization. This dual authority is because in so many of the old 
law cases it will be necessary for the clerk of the court to issue the 
certificate. Under this law lie will retain 50 cents and the other 50 
cents will be covered into the Treasury as other naturalization fees, 
in accordance with section 13 of the act of June 29, 1906. These 
fees will undoubtedly bring into the Treasury at least $250,000 
annually. 

Mr. Wilson. The point I had in mind was to know if there was 
to be any Federal contribution to the various localities or in con¬ 
junction with the various localities in the renting of buildings and 
the employment of instructors. 

Mr. Crist. No, sir. We have never done that and do not find it 
necessary. It is the purpose of the appropriation to limit it, as will 
be found in the last paragraph, to personal services in the District 
of Columbia, personal service elsewhere, and incidental expenses, 
such as are usually contemplated by Congress under new legislation. 

Mr. Wilson. It provides for instruction by motion pictures. Those 
would be furnished to your* department and exhibited in the locali¬ 
ties and for the use of these schools? * 

Mr. Crist. The purpose of the motion pictures is to carry the 
message to these foreigners who can not speak the language, before 
they can speak the language. It can be put in visual form, and they 
can have the United States Government visualized to them in its 
relationship to them in every classroom in the United States. That 
visualization would mean the advancement of the best interests of 
the country. The elements of the Government that are directed 
particularly to the betterment of the individual will be visualized 
through these motion pictures. There are now a good many activi¬ 
ties being demonstrated by the Department of Agriculture, and we 
could make use of their films. We will show to these people who 
have come from central European countries, many of whom are a 
purely agricultural people, that this country offers them places 
where they can get back to the earth and feel that they have at last 
gotten to a land which offers them a vocation with which they are 


EDUCATION AND AMERICANIZATION. 


85 

thoroughly familiar. Other films we shall have to have constructed 
to stimulate loyalty to our Government. 

Mr. Wilson. In these schools of instruction, are any distinctions 
made as between the declarant and his children and families who 
are aliens and have made no declaration? 

Mi. Crist. No; the children do not go to these classes. At the 
pi esent time we are limited by the ninth subdivision of the act of 
May 9, 1918, to the candidates for citizenship. 

Mi. TV elty. 1 ou do not come in contact with those who have no 
desire to become citizens? 

Mr. Crist. I do not think we do. By that I mean we do come 
in contact with foreigners who are not candidates for citizenship, 
but I clo not think we ever come in contact with foreigners who have 
no desire whatsoever to become American citizens. I believe prac¬ 
tically all foreigners have at least a latent desire for citizenship. 

Mr. Welty. In your plan of citizenship you do not include those 
who have no desire for citizenship and who do not attend any of 
those schools ? 

Mr. Crist. Oh, no; we do not come in contact with them. 

Mr. W elty. Do you not think that that very class is causing the 
trouble ? 

Mr. Crist. Well, let me modify my answer just a little bit. We do 
come in contact with those who are not candidates for citizenship. 

Mr. Welty. In what way ? 

Mr. Crist. When I spoke I had in mind a contact in the school. 
We do not there, but we do come in contact with them in large num¬ 
bers, increasing numbers, in this way: Industrial concerns are send¬ 
ing to us and requesting every day naturalization forms which they 
want to use in their industrial plants for the purpose of facilitating 
the aliens in their employ on their way to citizenship. They have 
organized committees in the factories to take charge of the question 
of citizenship. We have furnished them with all of the naturaliza¬ 
tion forms. The declaration of intention preliminary form is being 
furnished, and the aliens are being talked to by Americans of native 
birth and naturalized Americans. We have 1,800 committees in 1,800 
different plants in various places. 

Mr. Welty. But suppose you have the man who withdraws him¬ 
self, does not care anything about American institutions, does not 
care to be contaminated with them, holds himself aloof, and does 
not come around. 

Mr. Crist. We do not find that expression among foreigners. 
The surveys that these industrial concerns have made of their em¬ 
ployees have shown that 20 per cent of them are candidates for citi¬ 
zenship, 60 per cent of them are ready to come into citizenship and 
to avail themselves of the facilities offered in the plant, and the 
other 20 per cent for various reasons which they give do not care for 
citizenship, are going to return to the country from which they 
came. We are providing the way for the 60 per cent to gratify their 
desires. 

Mr. Welty. Do you think that that class who do not care for our 
institutions, simply come here to exploit our resources and to get 
w hat they can out of us, should be required to register when they 
come here, especially while they have no desire at all to elevate the 
standard of labor? 


86 


EDUCATION AND AMERICANIZATION. 


Mr. Crist. I think that class is already registered. 

Mr. Welty. How is it registered? 

Mr. Crist. By the operation of the income-tax law. All nonresi¬ 
dent aliens, those who do not intend to live here permanently, are 
required to state that to their employer, and the employer is re¬ 
quired to set up a bookkeeping system by which 3 per cent of their 
wages are set aside for income-tax returns. 

Mr. Welty. You would not call that a registration, would you? 
We all do that. Everybody else does that, for the purpose of collect¬ 
ing the income tax. 

Mr. Crist. No, not all. All those who are under $2,000 in their 
income are not required to do that, and that means the bulk of the 
people in the country, I surmise. But nonresident aliens, regardless 
of their income, must pay the 3 per cent. 

Mr. Kleczke. It is 12 per cent, if he comes from a country that 
does not allow any exemption to American citizens. 

Mr. Welty. Yes, but that is simply a matter of collecting the in¬ 
come tax. Not only the alien, but a citizen can be fined, if he does 
not make the report required by law. 

Mr. Crist. Yes. I would not object to registering the 20 per cent, 
but I would not individually advocate registering 100 per cent. 

Mr. Welty. Do you not think the 80 per cent who want to become 
citizens would be glad to register and receive the advantages of our 
public schools, in order to purge their own families of the odium 
going around that the foreigner is causing all the trouble ? 

Mr. Crist. They do not register, but they declare their intention. 
Everyone must declare his intention before the Bureau of Naturali¬ 
zation. Then he is urged to go to school. 

Mr. Welty. But you have this 20 per cent that does not care any¬ 
thing about it, and then there are the fellows who stand back and 
say, “ To hell with the Constitution.” They have no regard for it, 
and no regard for our institutions, and had no regard for them when 
they came here. Do you not think that if we registered that unde¬ 
sirable class we would not have so many of them? When you talk 
about registering for the income tax, every American citizen is re¬ 
quired to go that far. 

Mr. Kleczka. As to that class of aliens, the employer is bound 
under the law to collect that tax. He is a collecting agency. It 
draws the classification between the resident alien and the nonresi¬ 
dent alien. 

Have you access to all those figures in the Revenue Department? 

Mr. Crist. No, sir. 

Mr. Wilson. Mr. Crist, do you have anything further you want 
to develop in section 4? 

Mr. Welty. Before you get to that, yesterday you made a very 
interesting statement and said the largest Polish city in the world is 
Chicago. 

Mr. Crist. I understand that is one of the largest. 

Mr. Welty. How many Poles are there there? 

Mr. Crist. I could not tell you offhand, but I understand there 
are probably more Poles in Chicago than any other city in the world. 

Mr. Kleczka. Let me correct that. 

Mr. Crist. Is it Bohemians? 


EDUCATION AND AMERICANIZATION. 


87 


Mr. Kleczka. No. It is not the largest Polish city in the whole 
world. Warsaw has a million inhabitants. In the city of Chicago 
there are between 400,000 and half a million Poles. The correct 
figure is closer to 400,000. 

Mr. Welty. Do you mean they have not become naturalized ? 

Mr. Kleczka. No. Many are naturalized. By that is meant alien 
Poles and naturalized Poles. 

Mr. Welty. In Chicago you have a large part of that population 
in a class who can not understand or read the English language, 
\ ou go into the Greek section, and they can not understand anything 
except their own language, and the same is true in the Italian section, 
and the Jewish section, and the Bohemian section. 

Mr. Crist. That used to be the case five years ago, when you could 
not find a large number of people in those sections who could talk 
our language. But in Chicago, as you have referred to that city, 
in 1914 I discovered that the whole scheme of education in that city, 
so far as citizenship was concerned, was a typewritten lecture, which 
was being sent around from school to school, and read once in each 
schoolroom during the course of the year. Last year I think they 
had 34 school buildings with thousands of adults going to these 
schools. Outside of the school buildings they have organized classes 
at the industrial plants, in the stockyard district, in the steel manu¬ 
facturing district, and elsewhere, and school-teachers are being di¬ 
rected by the hundred by the public schools to conduct these classes. 
We have turned over, as a result of our own activities, groups of 
hundreds to the public schools there, who were being taught only 
answers to questions that would enable them to pass some sort of an 
examination in court. 

As a matter of fact, in Milwaukee, prior to the institution of the 
work under Mr. Berg, the clerks of the courts were conducting 
classes at their own expense and on their own time, in the school 
buildings that had been designated for that purpose, so that the 
candidates for citizenship could gain some knowledge relating to 
the Constitution by questions and answers. 

Mr. Welty. Could we bring about the same condition in other 
parts of the United States as we find in Milwaukee ? 

Mr. Crist. It is being brought about. It is being accomplished 
rapidly all over the United States. 

Mr. Wilson. Mr. Crist, in this educational proposition, of course, 
there are many bills pending before Congress. You do not intend 
by this section 4 to take the place of other measures? 

Mr. Crist. I believe if that provision in section 4 is enacted into 
law it will mean that we can set in motion an organization under 
that law that will eradicate illiteracy in the United States inside of 
seven years. 

Mr. ’Wilson. It would not be necessary to pass anything like the 
Smith-Towner bill? 

Mr. Crist. I have never seen the necessity for millions of dollars 
to be appropriated annually by Congress for this work, because I 
have seen the growth of it without such appropriations. 

Mr. Wilson. This embodies your idea of the course we should 

pursue ? 

Mr. Crist. Yes, sir. 


88 


EDUCATION AND AMERICANIZATION. 


Mr. Wilson. That you have already inaugurated, together with 
the system contemplated by section 4, and that the system should 
continue through the public school facilities furnished by the vari¬ 
ous localities and States in which the aliens are. 

Mr. Crist. Yes, sir; and that it should be extended to all persons of 
the age of 18 and upwards, and not be offered to the foreign born 
while natives are being overlooked. 

Mr. Wilson. It takes in additional classes. 

Mr. Crist. It takes in all persons above that age, whether native 
born or not. 

Mr. Raker. On the educational question, the certificate as. to 
location and attending of the school by the applicant alien, I just 
want to ask a few questions in that connection. 

When an adult alien and his wife, say 25 years of age, enter this 
country, and the husband naturalizes within five years after his 
landing, what is the status of the wife as to her American citizenship ? 

Mr. Crist. She is an American citizen. 

Mr. Raker. Under what special provision of the law ? 

Mr. Crist. Section 1994 of the Revised Statutes. 

Mr. Raker. Just read that, if you please. 

Mr. Crist. I have it in the pamphlet here. 

Mr. Raker. What page? 

Mr. Crist. Page 28. It says: 

» 

Any woman wlio is now or who hereafter may he married to a citizen of 
the United States, and who might herself be lawfully naturalized, shall be 
deemed a citizen. 

The Supreme Court has held that the portion of the section re¬ 
lating to whether she “ might herself be lawfully naturalized ” ap¬ 
plies to Chinese and those who are excluded under the law from 
naturalization. 

Mr. Raker. So under section 1994 of the Revised Statutes of the 
United States, when two adult aliens come to the United States, man 
and woman, and the husband becomes naturalized, the wife is also 
naturalized ? 

Mr. Crist. Yes, sir. 

Mr. Raker. Then if an adult alien man comes to the United States 
and after coming here is married and thereafter naturalized, his 
wife is naturalized under that provision? 

Mr. Crist. Yes, sir. 

Mr. Raker. And that is the construction and the interpretation of 
the courts? 

Mr. Crist. Yes, sir. 

Mr. Raker. Upon his death does she remain an American citizen? 

Mr. Crist. Yes, sir; unless she elects to resume her foreign citizen¬ 
ship. 

Mr. Raker. Outside of the election, for all purposes she remains 
an American citizen? 

Mr. Crist. Yes, sir. 

Mr. Raker. What would you say to this view: When an alien adult 
applies for naturalization, who is married to an alien, and has not 
been naturalized, that he shall produce a certificate as to certain 
qualifications of his wife in regard to her knowledge of the English 
language and her views of her Government? 


EDUCATION AND AMERICANIZATION. 


89 


Mr. Crist. I think that is a very important question. 

Mr. Raker. It has been on my mind for some time, and I would 
like to have you develop that feature and see whether or not we 
could put that in the law. In our State, and some 15 States of the 
Union, the women can vote immediately upon their naturalization. 
Should there not be some provision that will cover that? When a 
man applies for naturalization and becomes a citizen he has the 
right to vote, and immediately upon his naturalization his wife may 
assume the right of citizenship and the right to vote, and we have 
no knowledge as to whether she has any knowledge or idea or thought 
of the Government at all. 

Mr. Crist. In a great many places now there is a strong movement 
under wav for educating the foreign-born woman, and it is inspired 
by the rapid approach of suffrage, 

Mr. Raker. Could we do that legally ? Could we provide a stat¬ 
ute that would require that of an applicant? 

Mr. CitiST. I think so. Some of the courts have been refusing 
naturalization until the applicant’s wife evidences her ability to 
take up American citizenship. That is being done for this reason, 
that as soon as the husband is naturalized the wife assumes all of 
the rights of a citizen. There might be some provision in regard 
to the woman who is to become a citizen, but it should be very care¬ 
fully considered, as they are occupied with domestic affairs and it 
would be something of a hardship. 

Mr. Raker. Does that correspond with your view, that we could 
enact a provision by law for that educational feature? 

Mr. Crist. Yes, sir. 

Mr. Raker. That the court could not naturalize an alien who was 
married unless he produced a certificate of some qualifications at 
least on the part of his wife ? 

Mr. Crist. I think it might be done if due consideration is given 
to the station of the wdfe and mother. 

Mr. Raker. Will you draw up a provision of that kind, so that 
it may be submitted to the committee? 

Mr. Crist. I will be glad to. 

Mr. Welty. Do you not think that should be an amendment to 
section 1994, so we may have all the law together? 

Mr. Raker. That is the purpose of it. If he will draw the amend¬ 
ment we can insert it at the proper place. 

Mr. Crist, is there anything further on this particular subject I 
called your attention to? It seems to me, if ever, now is the time 
we ought to enact that kind of legislation. 

Mr. Crist. I think that would completely cover it, a provision 
which would retard admission to citizenship of a man if his wife 
was not qualified. That would stimulate the desire for education 
in both of them. 

Mr. Raker. Make that provision, when you draw it up, in the 
shape of two provisions: First, that the man must present that evi¬ 
dence to the court; and, second, that the court can not admit him 
to citizenship by final judgment unless that evidence is presented. 

Mr. Welty. If you include the wife, why not include the children 
also ? > • 

Mr. Raker. No; they are going to school. 


90 


EDUCATION AND AMERICANIZATION. 


Mr. Welty. Some of them do not. 

Mr. Raker. They can not vote. 

Mr. Welty. If the father becomes naturalized, all of the children 
under 21, ipso facto, become citizens. 

Mr. Raker. Yes; if born abroad. 

Mr. Welty. Suppose they are 16 and 18 years of age when they 
come to this country, and have no more knowledge of the English 
language than their father had, then they are thrown in here with¬ 
out any qualification. 

Mr. Raker. No. The father immediately becomes interested, is 
prepared for citizenship, and files application. The mother, know¬ 
ing the father can not be naturalized without her becoming familiar 
with the English language, begins to qualify herself. The home has 
that educational feature it would not otherwise have, and the minor 
children will immediately begin to attend school. So there is a 
nucleus in the home to give the children an education and the neces- 
- sity to give the children that education. And the children can not 
vote, but the wife immediately comes into the relationship of a full- 
fledged citizen and can go to the polls the next day after registra¬ 
tion, or within 90 days after she assumes the right of citizenship, 
and vote for all public officers. 

The Chairman. The committee thanks you for your attendance, 
Mr. Crist, and requests that you meet with us again to-morrow. It 
will be impossible to hold a session this afternoon, as all the mem¬ 
bers of the committee must be on the floor of the House in a matter 
of importance. 

The committee will adjourn until 10.30 to-morrow morning. 

(Thereupon, at the hour of 12 o’clock noon, the committee ad¬ 
journed to meet again on Friday, the 24th day of October, 1919, at 
10.30 a. m.) 


Committee on Immigration and Naturalization, 

House of Representatives, 

Monday , October 27, 1919. 

The committee met at 10.30 o’clock a. m., Hon. Albert Johnson 
(chairman) presiding. 

The Chairman. Gentlemen, we have been endeavoring for several 
days to find time to permit Mr. Crist to conclude his statement in 
regard to his plan for the education of aliens. Mr. Crist is present 
and we will proceed to hear him further. 

STATEMENT OE MR. RAYMOND F. CRIST, DIRECTOR OF CITIZEN¬ 
SHIP, BUREAU OF NATURALIZATION, DEPARTMENT OF LABOR. 

Mr. Crist. The proposed provision of law will be found in section 
4 of H. R, 9949, which we were discussing at the last session, as 
follows: 

Sec. 4. That the promotion of the public schools in the training and instruc¬ 
tion of candidates for citizenship now being carried on by the Division of Citi¬ 
zenship Training of the Bureau of Naturalzation, is hereby extended to include 
all persons of the age of 18 years and upward, and the provisions of the 9th 
subdivision of section 4 of said act are hereby made’ applicable to this added 
authority. In discharging this additional authority the Director of Citizenship 
is also authorized to disseminate information regarding the institutions of the- 



EDUCATION AND AMERICANIZATION. 


91 


United States Government in such manner as will best stimulate loyalty to 
those institutions, making use of the means heretofore provided and through 
the use of motion pictures. The motion pictures and motion-picture negatives 
in the possession of the various branches of the Government shall also he 
available for these purposes. In this work the aid of civic, educational, com¬ 
munity, religious, racial, and other organizations may be secured by the Divi¬ 
sion of Citizenship Training in which statistical information shall he compiled 
as to aliens in their relation to citizenship. The foregoing shall apply to the 
residents of the Panama Canal Zone. 

The sum of $500,000 is hereby appropriated out of any moneys in the Treasury 
of the United States not otherwise appropriated, to carry out the provisions 
and purposes of this act, including expenses incidental thereto, and for per¬ 
sonal services in the District of Columbia, and to be available until expended. 
Estimates shall be submitted to Congress for the purposes authorized by this 
act for the next ensuing fiscal year and annually thereafter. 

We have organized the schools pretty thoroughly all over the 
United States. We have organizations in every State of the Union, 
including Alaska, also. We have upward of 2,280 communities 
where the public school authorities are quite actively engaged in this 
work of perfecting their school organization. We have had indica¬ 
tion of upward of 100,000 foreigners who are candidates for citizen¬ 
ship attending the schools last year from 166 communities alone. I 
have tabulated reports showing an attendance of 15,000 in round num¬ 
bers. There are shown to be 77 nationalities present in these schools 
and classrooms. The first four were Italian, French, Portuguese, and 
American, the American adults being fourth in point of numbers. 
This has persisted in hundreds of places where the adult American 
has attended these classes organized primarily for foreigners. The 
educational machinery, therefore, it is quite evident, is organized for 
the complete elimination of illiteracy from the country. If we have 
this extended authority that this bill carries we can include in all our 
activities the adult illiterate American as well as the noncandidate 
alien, instead of limiting our activities to the candidate for citizen¬ 
ship only. 

The Chairman. Before you leave that point; you propose to have 
the assistant go to the public schools from the Bureau of Naturaliza¬ 
tion as a result of registration fees collected from aliens? 

Mr. Crist. No, sir; I do not personally favor the levying of a 
registration fee at all. I think the proposal for registration, as con¬ 
tained in the bill which has been before the - committee, is wholly 
unconstitutional. It levys a direct tax which is prohibited by the 
Constitution excepting upon a census, and the necessity does not 
exist for such registration legislation. 

Mr. Vaile. Mr. Crist, is that opinion of yours based upon an in¬ 
vestigation of the authorities on the subject on the application of that 
provision of the Constitution ? 

Mr. Crist. I have made some examination of the decisions upon 
that question and I think the bill proposes a direct tax. 

Mr. Vaile. I have never investigated it at all myself and I was not 
criticising your views. 

Mr. Crist. I understand that. 

Mr. Baker. Would not that provision of the Constitution be 
avoided in this case? In other words, it would not come under that 
provision of the Constitution as direct taxation, because it is a charge 
upon the party who desires to receive a benefit from the United 
States which he is not entitled to unless we see fit to grant it to him. 


92 


EDUCATION AND AMERICANIZATION. 


Mr. Crist. You can not limit it to the individual. You tax all 
aliens and it does not compel all to avail themselves of the system 
that is proposed to be recommended. I do not think there is any 
necessity for registration to further this education. That fact, to my 
mind, is quite patent, since we have already organized the communi¬ 
ties throughout the United States to do the very thing that this bill 
now proposes to undertake. 

The Chairman. When you say this bill you mean- 

Mr. Crist (interposing). The bill of Congressman Welty—I have 
forgotten the number of it. I hope the bill which is under considera¬ 
tion by the committee, H. R. 9949, will not have attached to it a pro¬ 
vision for registration. I think registration belongs wholly to immi¬ 
gration. It deals with immigrants and their relationship outside of 
the question of their naturalization. 

Mr. Raker. Partially applicable to this feature and still relating 
to the registration feature and going to the sole question of immigra¬ 
tion, we could raise the fee for immigrants. 

Mr. Crist. The head tax for the immigrant? 

Mr. Raker. And thereafter let it apply to all, so that we would 
acquire a larger fund from the immigrants which would really go to 
their benefit. Could we not do that? 

Mr. Crist. Yes; that could be incorporated in the law and yet the 
necessity does not seem to exist to divert from the Public Treasury 
the money collected in that manner to the school organizations in the 
various communities. I say that because nowhere did we find any 
desire on the part of the school authorities, or thought on their part, 
for the maintenance of their school organization by The Federal 
Government when we originally undertook this work. That idea 
has been of quite recent growth. 

Mr. Raker. No; my suggestion and the purpose of it was that this 
money thus obtained by virtue of increasing the head tax from all 
aliens and converted into the Treasury could then be drawn upon 
for the purpose of conducting the Federal functions under this 
legislation. 

Mr. Crist. That is not necessary because at the present time there 
have been collected and deposited in the Treasury of the United 
States through naturalization fees, which have been collected and 
paid to the clerks of courts and deposited in the Treasury of the 
United States through the Bureau of Naturalization, a total of 
$4,648,768.44. The total appropriations that Congress has made for 
the administration of the naturalization law since 1906, and that 
includes our educational activities, amount to $3,923,447.67, leaving 
an excess of $725,320.77. The administration, therefore, of the nat¬ 
uralization law and the promotion of educational activities have not 
come out of the pockets of the citizen taxpayers. It is not collected 
from revenues in any sense that come from citizens. The appropria¬ 
tions have not at any time equaled the revenues of the Government 
from the naturalization fees which it collects. 

Mr. Raker. Would that be true from year to year for the last 10 
years ? 

Mr. Crist. This is since 1906. There were two years when the 
expenses did exceed the revenues and that was when the administra¬ 
tion of the law was partly in the Department of Justice, but the 
entire period is as I stated. 









EDUCATION AND AMERICANIZATION. 


93 


. Mr. Raker. Then it may be that all the money collected from the 
immigrants at the present time has exceeded the amount appropri¬ 
ated to conduct the Immigration Bureau. 

Mr. C rist, Tou are now talking about immigration. I was re¬ 
ferring to naturalization. 

Mr. Raker. I mean the Naturalization Bureau. There is still in 
the Treasury a balance of something over $700,000? 

Mr. Crist. $7*25,3*20.77, and that does not count the fees that have 
been collected since the 1st of July, but does count the appropriations 
made lor the current fiscal year up to June 30, 1920, and we have still 
a year in which to collect naturalization fees. So that as they are 
running now, about $600,000 a year, it will be some time before any 
appropriations made will equal the receipts. I think they will never 
equal them, because as a result of this awakened public mind the 
relationship of the alien has been closer to the Government and there 
has been a larger number of applicants annually applying for nat¬ 
uralization papers. 

Mr. Raker. Have you the figures there, adding the two together, 
the citizenship and naturalization features, and the immigration as 
connected with aliens, showing the amount of money received and 
how they compare? 

Mr. Crist. I have no immigration figures here as to the collection 
of the head tax and the cost of the administration of the immigra¬ 
tion law. 

Mr. Raker. Then the figure you gave there does not relate to the 
amount of head tax collected. 

Mr. Crist. No; it applies solely to the naturalization fees paid by 
aliens to clerks of courts. 

Mr. Raker. Then the figures you have given have no relation to 
the amount collected at the ports as head tax. 

Mr. Crist. No, sir. 

Mr. Raker. But only as to naturalization? 

Mr. Crist. Onlv to naturalization. 

With the organization of these schools we have brought forward 
a great many interesting conditions. The Mexican border I visited 
in the summer of 1918. At El Paso they had organized the public 
schools at the instance of our examiner in charge of the work in 
Texas, so that they had during the preceding year over 1,300 adult 
Mexicans in the school buildings in El Paso. They were teaching 
them the English language and American civics. There have been 
since then under our impulse classes organized in every border 
county from the Gulf to the Pacific Ocean, with the exception of 
three or four. That means the inclusion of the border counties in 
California, Arizona, New Mexico, and Texas. The benefits of these 
classes will at once been seen. With the congestion of Mexicans along 
the Mexican border, because of their inability to speak our language, 
their labor and moral conditions are of the worst. They are the fester 
spot for troubles of all sorts across the border. As these schools be¬ 
come more effective and these Mexicans acquire a knowledge of our 
language, they will go up into the country in larger numbers and 
the wage conditions and labor conditions will at once be affected 
favorably by the presence of these Mexicans who now can not go 
there. They are afraid to go. Their productivity is low, but when 
they learn to speak English, and have more ability to frater- 


94 


EDUCATION AND AMERICANIZATION. 


nize, they will, of course, enter into the local affairs over a far wider 
area and in an entirely different way from that which they do at 
the present time. 

I have a report here, consisting of a few lines only, from the super¬ 
intendent of schools in one of the Arizona towns summing up the 
conditions that surround these Mexicans in their relationship to this 
school movement: 

First, they look with distrust upon this act of the Government as some subtle 
means of making them become citizens against their will, or join the Army, or 
something they know not what. 

Second, some are ashamed to make the start, because they can not read and 
write their own language, and imagine it an impossibility to learn English 
without first learning Spanish. 

Third, a few say they are too busy with their affairs, while others are con¬ 
tent to remain ignorant, having no desire to learn anything. 

This fairly well sets forth the situation in those towns and is 
equally applicable to the foreigner in almost any community. Not¬ 
withstanding that fact, the States along the border are doing a 
tremendous work in the expansion of this school organization and 
highly beneficial results are occurring. 

This is not only true along the Mexican border but all over the 
country. We have had some special places where I am sure the com¬ 
mittee will be interested to learn of the activities. Say, for instance, 
in Oklahoma. We have virtually organized the whole State. We 
have one representative there whose business it has been to under¬ 
take this work. Here is a law which was enacted by the State Leg¬ 
islature of Oklahoma last February: 

House Joint Resolution No. 12 (by Committee on Education). 

A resolution authorizing and directing the. public school authorities within the State of 

Oklahoma to cooperate with the Federal Government in the work of Americanizing 

the foreign population and authorizing the creation of an Americanization commission. 

Whereas, the Federal Government is working through the Bureau of Natural¬ 
ization in cooperation with the public schools of the entire country to in¬ 
crease their efficiency and has authorized the free distribution of text books 
for instruction in citizenship responsibilities, it is hereby made incumbent 
upon the public school authorities, within the State, from and after the pas¬ 
sage of this resolution, to organize a class in English and in citizenship in¬ 
struction whenever they are presented with a petition signed by ten (10) 
residents of foreign birth over the age of sixteen years, requesting the 
organization of such a class for their instruction in English and in citizen¬ 
ship. 

It is further provided that in order to make effective the provisions of this 
resolution there is hereby created an Americanization commission consisting 
of the governor and six members to be appointed by him. 

It shall be the duty of this commission to see that public school officials 
are informed of the provisions of this resolution, to see that the foreigner 
is made aware of this opportunity of acquiring language ability and in¬ 
struction in the duties of American citizenship and to do all things'necessary 
to carry out the intention of this resolution. 

The whole State has been enlisted in this work. There have 
been other legislative enactments by the State legislature. The 
State board of education has adopted the Textbook and is using 
it not only in the public schools, but in the normal schools and 
in connection with training teachers to instruct foreigners in this 
new branch of public school education and, indeed, it is a new 
branch of American educational endeavor. They have even gone 
so far as to offer credits for the teachers who will volunteer in this 
vork, credits toward their teachers’ diplomas. This has enlisted 


EDUCATION AND AMERICANIZATION. 


95 


many teachers where they have not had the funds, and that has 
been the way in which these classes have been organized. In Utah 
they have passed a law whereby all aliens have been located in a 
survey of the State and they have called for thousands of copies 
of the Textbook which this committee authorized us to distribute, 
and they are on their way to a complete eradication of illiteracy 
there not only among the aliens but the native-born illiterates as 
well. They are depending upon our cooperation for the full suc¬ 
cess of their new work. 

Mr. Raker. What action has the State of California taken in this 
matter? 

Mr. Crist. There are letters in this California file which show 
the development in various parts of the State. In the case of Oak¬ 
land there is a report here which shows the extent to which some of 
these school organizations have gone into this work. I can put a part 
of this in the record, if the committee desires. I can not take the 
time, naturally, to read it, but it is a plan of 23 typewritten pages, 
showing their activities and their method of going about the organi¬ 
zation of these classes. This relates to the work during the past year. 
I have another report which shows the organization of the summer 
course in Oakland and it shows a work of the most comprehensive 
character. 

Mr. Box. What nationality of aliens, mostly? 

Mr. Crist. A great many came from Portugal; they came into 
California and settled upon the farm lands that is somewhat analo¬ 
gous to the land they had in Portugal and the Azores, but recently 
they have all kinds of nationalities in the southern part; the Mexi¬ 
cans largely predominate, and in the Los Angeles schools they have, 
as I said f think a few days ago to the committee, organized their 
schoolrooms in any part of the city and they conduct them at any 
time of the day or at any time of the night and on any day of the 
week. There they have classes not only for men, but for women. 
One of the supervisors in Los Angeles gave me last year one of the 
results of the development of their work with regard to the Mexican 
women. They have taught them what it is to have an American 
home, and these women have fallen into that with such great interest 
that when San Diego called for some of the seasonal helpers to come, 
as they had previously, to help in some of their crop work, the crop 
gatherings, these Mexicans went down as usual, but they found that 
they were being obliged to live herded together as previously and 
they declined to stay. They said, “We can not bring our families 
here. We have become accustomed to American homes. If we can 
secure that sort of accommodation we will come; otherwise, we can 
not stay,” and they went back to Los Angeles in large numbers. 
That not only applies to the Mexicans, but it applies to the members 
of other nationalities. At East St. Louis—I think Judge Raker 
was a member of the committee that went out there—you find all 
kinds of immorality surrounding them, and an immoral life being 
in evidence where these foreigners have been kept in their benighted 
ignorance and separated from anything that relates to American 
home or environment. 

Those conditions are being treated in an intelligent way by the 
communities where these classes are being organized. It is not only 

150116—19-13 



9G 


EDUCATION AND AMERICANIZATION. 


a type of school work that we have been conducting, we have had 
communities completely reorganize themselves through the various 
organizations which have grown up. 

The Chairman. Permit me to ask you a question ? 

Mr. Crist. Yes, sir. 

The Chairman. Your belief is that these classes of aliens can be 
extended to take in illiterate adult natives? The bill provides for 
that ? I am clear on that, am I ? 

Mr. Crist. Yes, sir. 

The Chairman. And the sum of $500,000 is hereby appropriated, 
but when we say “ appropriated ” we mean authorized in this bill ? 

Mr. Crist. Yes, sir. 

The Chairman. Do you think that $500,000 would be sufficient to 
carry on the fundamental education of aliens in the United States 
and the illiterate native born? 

Mr. Crist. I think that is all that is needed for the administrative 
supervision of the work from Washington City. The use to which 
a portion of that money would be put would be as follows: There 
would be approximately TO men and women employed to interest the 
communities more strongly in a more rapid development of their 
school organization, and they would urge the inclusion in those 
classes of not only the candidates for citizenship, but the aliens who 
are noncandidates and American citizens as well. We could do that 
with our present organization if the law were such that we were 
authorized to do so. We are now only authorized to promote the 
education of candidates for citizenship. 

The Chairman. If these Textbooks and others are distributed to 
the illiterate natives or to the school boards for the use of the na¬ 
tives, you are stretching the law a little bit? 

Mr. Crist. If we should now do that we would be doing something 
that the law does not authorize. 

The Chairman. You can not prevent that if the work is carried on 
by the school boards? 

Mr. Crist. We give to the school authorities the number of Text¬ 
books necessary to go to the candidates for citizenship in their classes. 
As the noncandidates in the classes take out their naturalization pa¬ 
pers the school authorities apply for more books. In some places 
the question has been presented of having these books given to the 
foreigners who are not candidates for citizenship. We have in those 
cases loaned books to the authorities with the expectation of having 
them retained in the office of the school authorities and given later 
to those who are candidates for citizenship; we have the administra¬ 
tive machinery all organized. 

The Chairman. How many of the Textbooks have been printed? 

Mr. Crist. Two hundred thousand and approximately 150,000 of 
them have been given out for this purpose. 

The Chairman. Were they all printed in the same form as the 
first edition? 

Mr. Crist. They were all different issues of the same edition. 

The Chairman. No revised editions? 

Mr. Crist. The book is under process of revision now. The 
revision has been under way since last March. We retained .the 
volunteer services of some men and women who have been engaged 
in the work of instructing these foreigners in these classes, and we 


EDUCATION AND AMERICANIZATION. 


97 


have a revision which will express about the last word of those who 
are expert in this, so far as experts have been developed, and one 
that will meet the needs of any illiterate, regardless of his nationality. 

Mr. Box. Our State laws through which the funds come for edu¬ 
cational purposes limit the right to free schools to children within 
certain ages. Where do the States or cities or districts get funds, 
if they do not get them from here; where do they get funds which 
they can legally use in the education of illiterate natives or for¬ 
eigners? 

Mr. Crist. In some parts of the country the laws are silent; in 
others they prohibit the use of funds, such funds, for this purpose. 
Nevertheless there have been changes in the State laws that have 
been brought about through our interesting the communities and 
bringing them face to face with the necessity of providing that 
kind of educational facilities. In Georgia a special legislative act 
was passed for Atlanta to allow them to make an assessment which 
would be available for this particular purpose. In other parts of 
the Southern States there are a number of places v 7 here v r e have 
the classes organized and where the funds are made available. In the 
State of Illinois certain cities only have the right to make use of 
the funds for this purpose, but in parts of the State the classes are 
organized and are flourishing, notwithstanding there is no Irav that 
distinctly authorizes them; there is no law that prohibits the con¬ 
duct of these classes. In Texas I can not tell you what the means 
are by which they get their funds, but the fact remains that the 
classes are in organization. 

Mr. Box. Do you know vdiether that is done through purely 
voluntary work by public-spirited teachers ? 

Mr. Crist. I have a file here on Texas. 

Mr. Box. I am not opposing your plan at all; I am seeking in¬ 
formation about it, that is all, Mr. Crist. 

Mr. Crist. Yes; I understand. In Texas there are the following 
communities where we have these classes organized [exhibiting], 
probably 40 or 50 towns. 

Mr. Box. May I look at that ? 

Mr. Crist. Certainly. There are probably 40 or 50 towns; there 
are only two columns. I have had correspondence with Miss Annie 
Webb Blanton, the superintendent of public instruction of the State 
of Texas, in which she expresses the greatest interest in these classes 
and has offered to distribute through her office the Textbooks to the 
towns where the classes are being conducted. The governor of the 
State has urged the preparation of a State manual, at our request, for 
use in these class rooms throughout the State of Texas. Indeed, 
virtually all of the governors of the States have agreed to have such 
a publication. The purpose of this request upon the governors,, 
which was submitted to them, was to have a companion piece show- 
in o- the State form of government to accompany the Federal Text¬ 
book which shows the form of Federal Government, so that those 
who attend these classes might have a full knowledge of not only 
the Federal form of Government but of the State, county,, and munici¬ 
pality. . . 

Mr. Raker. In other words, Mr. Crist, the purpose ot this bill is 

to authorize the Federal Government to prepare these books and to 


98 


EDUCATION AND AMERICANIZATION. 


assist in the preparation of the general subject, to assist the various 
States and localities, but leaving the mode and the method of raising 
the funds for the work to the several States entirely ? 

Mr. Crist. Yes, sir. 

Mr. Raker. And some States already have the law and others are 
carrying it out, because it is not prohibited and the remainder, with 
the interest shown, if there is any law against it, will shortly pro¬ 
vide legislation by which they can take hold of the matter for the 
purpose of the education of the adults ? 

Mr. Crist. Yes, sir. In a large number of these places where there 
are no funds available, as I said before, funds have been voluntarily 
contributed by those whose interest has been aroused. We have a 
large number of organizations supporting the local public-school 
classes which are shown in these lists which I submit. 

ORGANIZATIONS, PUBLIC OFFICIALS, AND OTHERS IN WHOM INTEREST IN EDUCATION 

OF THE FOREIGN BORN HAS BEEN AROUSED BY THE FIELD FORCE OF THE BUREAU OF 


NATURALIZATION. 

Religious and social organizations: 
Young Men’s Christian Associa¬ 
tion. 

Young Men’s Hebrew Association. 
Women’s organizations: 

Federation of Women’s Clubs. 
Congress of Mothers. 

Parent Teachers Association. 
Women’s clubs. 

Council of Jewish Women. 
Americanization committees: 

State, county, and local. 
Commercial organizations: 

Associations of commerce. 
Manufacturers’ Association. 
Commercial associations. 

Boards of commerce. 

Merchants’ Association. 

Employers’ Association. 

Credit Men’s Association. 
Employers of large number of for¬ 
eign-born labor. 

Chamber of Commerce. 

Business associations. 

Board of Trade. 

Commercial Board. 

Mercantile companies. 

Labor organizations: 

Federations of labor. 

Trade and labor councils. 

Labor unions. 

Civic organizations: 

City clubs. 

Civic clubs. 

Rotary Club. 

Progressive unions. 

City Federation of Clubs. 

Kiwanis Club. 

Social organizations: 

National Conference of Social 
Work. 

Neighborhood clubs and houses. 

Child-welfare leagues. 

Service leagues. 


Social organizations—Continued. 
Jewish Federated Charities. 
United Jewish Charities. 

Public Welfare Society. 
Public-safety organizations: 

Safety councils. 

Councils of defense. 

Draft boards. 

Educational organizations: 
Universities and colleges. 
University and other settlements. 
State Teachers’ Association. 
County Teachers’ Association. 
School Men’s League. 

Patriotic bodies: 

Daughters of the American Revo¬ 
lution. 

Sons of the American Revolution. 
Loyal legions. 

Jewish Progressive Club. 

Religious bodies: 

Clergymen. 

Rabbis. 

Priests. 

Jewish Educational Alliance. 

Brith Sholem. 

Woman’s Missionary Society. 
Churches. 

Synagogues. 

Racial societies: 

Soceita D. A. P. 

Italian Society. 

Slavish Society. 

Greek Community. 
Syrian-American Association. 
Sicilia-Italian Association. 

Italian clubs. 

Spanish Centro Austuriano Club. 
Cuban Circulo Cubano. 

Centro Espano. 

Sons of Italy. 

Polish-American Club. 

Polish National Alliance. 

French Society. 




EDUCATION AND AMERICANIZATION. 


99 


Racial societies—Continued. 

German Benevolent Society. 
The Italian Colony. 
Publicity organizations: 
Newspapers. 

Magazines. 

Railroad companies. 

Public officials: 

Mayors. 

Governors. 

Judges. 

Legal bodies: 

Bar Association. 


Fraternal organizations: 

Knights of Columbus. 
Independent Order of Odd Fellows. 
B’nai Brith. 

Daughters of Isabella. 
Imnfigration societies: 

Immigration leagues. 

Agricultural bodies: 

Granges. 

Farm councils and unions. 
Community organizations: 

War Camp Community Service. 


The Chairman. Section 4, as proposed, would not deny factories 
that right if they wanted to conduct schools and to use the Govern¬ 
ment books? 

Mr. Crist. If they are under the supervision of the school authori¬ 
ties we recognize the classes in the factories. If they are not under 
the school supervision we have not the authority to deal with them, 
because they are not a part of the school organization. When they 
come under the supervision of the public schools we recognize them 
and give them the Textbooks, and they all do so when they under¬ 
stand the advantage to the students. 

The Chairman. There is nothing mandatorv about it? 

Mr. Crist. There is nothing mandatory in the law; it is not in¬ 
tended to be a mandatory law, because every community realizes 
that the responsibility is a civic responsibility belonging to them 
and that they have to proceed to organize these classes without the 
right of any funds from the Government; they have had only the 
inspiration from our field officers. 

The Chairman. The committee, I think, is in sympathy with the 
plan. The problem now is section 4, whether that is complete enough 
in itself to make the thing available and workable. 

Mr. White. You stated that many of these people were indif¬ 
ferent on the subject and a large number had expressed indifference. 
Are you able to state the percentage and the reasons? They have 
a sort of fear, or intimation, you say, that the Government might 
do something to them or make soldiers of them or compel them to 
do something. Can you state what number are indifferent or what 
the percentage is, whether it is a large percentage, that do not care 
for education of any kind ? 

Mr. Crist. The number, as we see it, who are totally indifferent 
is very small. We have reached that conclusion from this fact: 
We have found in these classes during the last year, and indeed in 
the years before, but more pronouncedly during the last year, people 
who knew nothing whatsoever of their language and who were over 
60 years of age who have come to these classes, men and women- 

Mr. White (interposing). Permit me to interrupt you. Is a large 
percentage of those persons ignorant of the art of reading and writ¬ 
ing in their own language? 

Mr. Crist. Wholly illiterate in their own language as well as ours. 

Mr. White. Do those people generally avail themselves of the op¬ 
portunity to send their children to the public schools; are they 
anxious to do it? 

Mr. Crist. The concensus of opinion of school men and women all 
over the United States with whom I have talked is that they get the 




100 


EDUCATION AND. AMERICANIZATION. 


sons and daughters of the immigrants but they have never devised 
any method by which they could reach the immigrants. 

Mr. White. I understand that they get the sons and daughters of 
the immigrants in the rural communities, but that it is not done so 
readily and easily in the cities and centers of population—the indus¬ 
trial centers? 

Mr. Crist. No. I think in those cities where there is a large for¬ 
eign population, for instance, in Cincinnati, Cleveland, Youngstown, 
Chicago, and Pittsburgh, I have had close conference with the school 
authorities and find that their conclusion is that they get the children 
of practically all of them to come to the schools until they qualify 
up to the fourth, fifth, or sixth grade, and then they find that they 
drop out and go to work, but they have all of them passed beyond 
what is ordinarily termed the state of illiteracy. The State of 
Massachusetts has a law by which anyone who can not pass the 
fourth-grade test of the public schools is declared to be an illiterate. 
New York recently passed a law declaring the limit there to be the 
fifth grade. In other parts of the country it is the third grade and 
in others they have no legal definition of literacy or illiteracy. The 
general conclusion is, though, that the public schools are attended by 
the children of the immigrants. The superintendent of schools in 
Pittsburgh told me in 1915 that one of the problems of the educators 
of the country was to reach the immigrants, and that the plan of 
attack proposed by the Bureau of Naturalization was the longest step 
toward the solution of that problem; that it was the first method that 
has ever been proposed by which the foreigner could be brought into 
the schools. 

Mr. White. We are carrying out in the capital of our State— 
Kansas—effectually and thoroughly a plan somewhat similar to the 
plan that you are discussing. I do not know how they get their 
funds; there may be some State law at the present time. We have a 
large Mexican population there. We have had great difficulty in get¬ 
ting those people into the schools. I suppose more so on account of 
the sentiment engendered by the war and the feeling of distrust that 
you have referred to. 

Mr. Crist. During the war the classes were all affected by the fact 
that there were propagandists going around and warning the aliens, 
whom we were inviting to go to the schools, not to go to the schools, 
that the Government did not really want them to go to school to 
learn the English language, but that they might be more readily 
reached for military service. For the whole of the year we have 
had that to contend with, but toward the end of the year I think 
that was rather dissipated, as the attendance increased. 

Mr. Box. Do you find the lack of desire to go to school more 
strongly among the Mexicans? 

Mr. Crist. I do not think so. 

Mr. Box. I see from the report of the Immigration Commissioner 
that by far the greatest amount of illiteracy is among the Mexicans. 

Mr. Crist. I think that the women, as a class, of all European 
countries, will be found to represent the highest amount of illiteracy, 
because the women have not been allowed to do anything outside of 
the home. 

Mr. Raker. They all treat their women like- 




EDUCATION AND AMERICANIZATION. 


101 


Mr. Crist (interposing). Chattels. 

Mr. Raker. Yes, sir. 

Mr. Crist. Amongst the Italians that is especially true, somewhat 

reasons other than the one of mere proprietary. 

Mr. Raker. On the question of the adults going to school and be¬ 
coming acquainted with our institutions and our language, are there 
not a great many who really do not apprehend or perceive what it 
means ? 

Mr. Crist. That is the burden of it. 

Mr. Raker. As illustrative of a case, I received a letter from one 

i • /—m -I • rt • . * 


_ . „ x _ educating _ 

applicants. This agent went to one man, a strong, burly fellow, and 
tried to explain it to him. He would not apparently listen to the 
agent, he did not want to have anything to do with it. He went 
home and talked it over with his wife, explained it to her in the 
best way he could, and as a result he came back the next morning 
and hunted up the agent and told him that he wanted to make the 
application to attend the school and to make application for citizen¬ 
ship, after talking with his wife and having had explained by her 
what it meant to be a citizen and what it meant to their children. He 
turned out to be one of the most active in the class work after he 
found out what it meant, but before he repulsed the agent and 
would not even take the time to listen to him. 

Mr. Crist. That very aptly illustrates the lack of information on 
this subject that the people have; it is the ignorance of what it means 
to them that holds them back. 

Mr. Raker. In that same connection, in addition to the plan you 
have adopted, if we would have some requirement at the time of the 
final certificate requiring the wife to know something about the insti¬ 
tutions and the English language, and the children who came to this 
country the same way, would we not secure a better citizenship than 
just to naturalize the man? 

Mr. Crist. There is no doubt about that. It goes to the founda¬ 
tion of rehabilitation and it means the reclamation of these people, 
who otherwise will be allowed to drift along and who never come out 
of their present European environment and never will be able to 
shake off their European prejudices which they have against the need 
and worth of education. You referred to logging camps. In the 
State of Washington we have just made connection with the loggers’ 
association. 

The Chairman. The “Four Ls,” or Loyal Legion of Loggers and 
Lumbermen ? 

Mr. Crist. Yes, sir. We are in direct contact with over 450 
branches, establishing classes in the logging sections of the country. 

The Chairman. You stated a moment ago that you could only take 
that matter through with the school authorities? 

Mr. Crist. We have already made the arrangements with the 
county superintendents of schools to bring these classes under their 
supervision as fast as they are organized. 

Mr. Raker. May I suggest, Mr. Chairman, that Mr. Crist place in 
the record the plan in connection with California? 


102 


EDUCATION AND AMERICANIZATION. 


A Portion of the Annual Report of Americanization and Naturalization, 

Oakland Public Schools, 1918-19. 

« * 

RECOMMENDATIONS—DEPARTMENT OF AMERICANIZATION, 1919-20. 

1. That the scope of Americanization and naturalization be broadened to 
include such specific ends as: 

a. Use of the English language through the Nation. 

b. The abolition of racial prejudices, barriers, and discriminations. 

c. Maintenance of American standards of living. 

d. Interpretation of American ideals, traditions, standards, and institutions. 

e. Creation of an understanding of and a love for America. 

f. The Americanization of Americans. 

g. Development of an appreciative mind toward the artistic, scientific, and 
intellectual gifts of foreign-born peoples. 

2. That the Americanization work be considered as having three important 
captions under which the working agencies are classified, namely: 

a. Paid working force. 

b. Paid cooperating school force. 

c. Cooperating civic agencies. 

3. That the work now in progress in conjunction with the Federal Bureau of 
Naturalization be continued. This work should cover a period of two or three 
years, or until a complete survey of all foreign-born peoples has been made. 

4. That the neighborhood and community center activities be more fully de¬ 
veloped along the lines already begun. 

5. That factory classes be established wherever the demand justifies. 

6. That industrial cooperation be tin end to be accomplished by means of an 
advisory committee representing the bureau of naturalization, public schools, 
housing and immigration commission, public employment bureau, federated 
labor, city administration, manufactures, chamber of commerce, University of 
California. 

7. That the work of the home teacher be more fully developed and the duties 
and responsibilities be more fully defined. 

8. That special attention be given to appropriate exercises being held in 
recognition of men becoming citizens of the United States. 

9. That a teachers’ training course be maintained in conjunction with the 
University of California. 

[Department of Americanization and Naturalization, Oakland Public Schools, June 27, 

1919.] 

PREFACE, 

Americanization is one of the vital necessities of this country to-day. It is 
a need that applies to a large percentage of our native born as well as the 
foreign born persons of the United States. Americanization means change of 
heart as well as a change of hand. When the attitude of the individual is 
right, and his thinking is right, he is apt to be a safe citizen. He may think 
in a tongue that is not English; he may reason in terms of the customs of his 
Dative land or he may reflect the racial strains of his ancentry, but if his 
ideals embody integrity, justice, thrift, honor, and loyalty to this democracy, 
he is worthy of the privilege of citizenship in the United States of America. 

Good citizenship of a democracy is the result of proper civic education. The 
boy who knows no school but the streets, and the immigrant who is almost 
ignored except by those who exploit him, are having the character of their 
citizenship molded unceasingly by the experiences of their daily life. What 
the immigrant is taught in school is of less importance than what he sees and 
experiences in the conditions and conduct of the community about him. It 
is the contact of the immigrant with men and women who actually characterize 
real Americanism that is the determining factor in establishing the character 
of his citizenship. 

Civic education is the basis of Americanization. We should bring into the 
classroom the vital factors that influence the daily life of the foreign-born 
person or the group of which he is a member. We should endeavor to instill 
confidence, change a wrong conception, and establish a feeling of mutual rela¬ 
tionship among native born and foreign born. It is quite essential that we 
begin with the individual’s ideas of social life, his conception of fellowship, 
and citizenship, and his conduct in social life, as well as bear in mind his 


AGE! NO I EZS WO RKINQ IN AMERICANIZATION. 

V 



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ASSISTANT 



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150116—19. (To face page 103.) 







































X 


EDUCATION AND AMERICANIZATION. 


103 


ability or inability to read, speak, and write English. Every individual thinks 
and has personal opinions, so it is a new vision and a higher vision that we 
should try to “ get over ” to stimulate progress toward citizenship in a great 
democracy. 

To succeed in the highest degree in Americanization work, it is necessary 
to capitalize every advantageous point found in the social and civic life of the 
community. The clubs, the lodges, the churches, and social centers, and amuse¬ 
ment places, and many other organizations are manifestations of community 
life. These are schools in which character and citizenship are iniluenced. 
The school must he a constantly working organization that sends its influence 
out into the streets, the homes, the shops, the resorts of amusement and recrea¬ 
tion, and into the industrial and civic centers. The schools should take the 
initiative in the work of Americanization, hut every public-spirited citizen, 
and every religious, civic, and industral organization should contribute some¬ 
thing in the making of new citizens. 

THE MEANING OE AMERICANIZATION. 


The most important ends to he accomplished are: 

1. The use of the English language throughout the entire Nation. 

2. The desire of all the peoples in America to unite in a common citizenship 
under one flag. 

3. The abolition of racial prejudices, barriers, and discriminations which 
keep peoples apart in America. 

4. The maintenance of an American standard of living through the proper 
use of American foods, care of children, and new-world homes. 

5. The interpretation of American ideals, traditions, standards, and institu¬ 
tions to foreign-born peoples. 

G. The discontinuance of discriminations in housing, care, protection, and 
treatment of aliens. 

7. The creation of an understanding of and love for America, and the desire 
of immigrants to remain in America, to have a home here and to support Ameri¬ 
can institutions and laws. 

8. The Americanization of Americans, that they may have more clearly be¬ 
fore them the principles for which this country stands. 

9. A program of service to the unnaturalized that they may desire to be¬ 
come citizens. . 

10. The development of an appreciative mind toward the artistic, scientific, 
industrial, and intellectual gifts which foreign peoples have brought to America 
and which America should develop. 

DISTINCTIVE FEATURES OF AMERICANIZATION WORK TO BE MORE FULLY DEVELOPED 

IN OAKLAND SCHOOLS DURING 1919-20. 


I. Foreign-born men in industries and factories: 

1. Cooperate with Federal Naturalization Bureau in securing the following 
information from all foreign-horn persons employed in factories: a. Name and 
address. 7>. Nationality, age. c. Subject of what country, d. \\ illing or not 
willing to become a citizen of the United States, e. Willing or not willing to 
attend an evening school. 

2. Men willing to become a citizen are notified to appear before a naturaliza¬ 
tion agent and make out facts for declaration of intention. 

3 Men making out facts for declaration of intention are referred to a public- 
school representative who explains the opportunities offered in evening schools 
4. Names and addresses of men appearing before school representatives a e 
sent to teacher or principal in charge of the school in the neighborhood of the 

men’s place of residence. ^ _ .. , 

5 A teacher makes a personal visit to the home of the applicant. 

’ 6.’ The plan for determining the status of foreign-born men employed m fac¬ 
tories may be supplemented by: . ._« _ 

a. A definite plan for cooperating with employers. 1). I he provision of ad¬ 
ditional facilities, extra classes,'and special equipment, c. A follow-up system 
for reaching all absentees each week. d. A plan for notifying employers of 
progress of foreign-born employees attending evening school c 
classes by factory officials employing students, f. Talks to a. sembled classes 

by prominent naturalized citizens. 


104 


EDUCATION AND AMERICANIZATION. 


II. Card index of foreign-born men and women: 

1. A card-index system has been established in order to keep an accurate 
record of every person applying for citizenship. 

The following data is recorded: a. Name and address, b. Nationality and 
age. c. Date of application for first papers, d. Date of arrival in United 
States, e. Education, f. Record of attendance upon an evening school. 

III. Factory classes : 

Wherever the demand justifies and the requirements can not be met by 
evening-school classes, an effort will be made to maintain clas. es in English for 
foreigners in places of employment. A trial will be made in certain factories of 
the plan of having classes for foreign-born men and women maintained on the 
employer’s time, or perhaps the employer will share equally the time with the 
employee. 

IV. Industrial cooperation: 

A gradual development of an industrial cooperative plan is to be undertaken. 
The educational process of Americanization is needed for the manufacturer, 
for the employer, and for the citizens as a whole ip well as for the foreign- 
born worker. All these should be drawn together and become coordinating 
agencies in a wide educational propaganda. It is probable that there should 
be an industrial board which will include representatives of the general public 
as well as representatives of the industrial educational fields. Just what the 
duties and responsibilities of this board might be are indefinite at this time. 

Such a board might be called an advisory board and be composed of repre¬ 
sentatives of the following agencies: a. Bureau of naturalization. 5. Public 
schools, c. Housing and immigration commission, d. Public employment bu¬ 
reau. e. Federated labor, f. City administration, g. Manufactures, h. Cham¬ 
ber of commerce. 

V. Neighborhood work among foreign born: 

In our effort to secure better living conditions in the home life of the foreign- 
born, we should strive for unity of purpose and give less attention to uniformity 
of customs. We should strive for greater freedom of women and children, and 
for a better understanding of their rights and privileges under citizenship 
in the United States. We should be instrumental in inaugurating a social 
program which will bring foreign-born women in contact with the various 
acting agencies that characterize American home life. We should endeavor 
to bring about better living conditions, better housing conditions, and better 
social conditions. 

VI. Home-teacher work among foreign—duties and responsibilities: 

1. She shall be detailed to work primarily among adult women of foreign 
birth, but this shall not be construed to mean that she shall not “ Americanize ” 
men of foreign birth and native Americans if the need is apparent. 

2. The acquaintance which she establishes should be the means of setting 
up a personal or mutual confidence which will be an influence for cooperation 
with foreign born. 

3. She shall be the means of acquainting the foreign-born women with the 
rights and privileges of citizenship in the United States. 

4. In many cases she will be the adviser in home affairs and family difficul¬ 
ties. 

5. Many of her problems will grow out of the difficulties or unsatisfactory 
conditions in homes that are discovered through the regular day schools. 

6. She shall make it a practice of calling on the wife of a man applying for 
citizenship papers. 

7. She shall assist in building up the regular evening-school classes for for¬ 
eign born, and in organizing groups of mothers in homes, etc. 

8. Her school day shall be 5i hours of actual service in teaching, visiting 
homes, or organizing Americanization work. 

9. If her observation leads her to the conclusion that there is need of con¬ 
structive training in the proper care of children and bettering of sanitary condi¬ 
tions she shall give instruction and refer special cases to the home and school 
nurse, as hereinafter noted. 

Organization, supervision, and field administration: 

1. In matters of supervision of methods, etc., and in field administration, 
the “ home teacher ” shall be responsible to the head of the department of 
Americanization. 

2. Daily reports of her time, visits, and other particulars pertaining to her 
work shall be made to the department of Americanization. 

3. Copies of the above report shall be filed with the principal. 


EDUCATION AND AMERICANIZATION. 


105 


4. The head of the department of Americanization shall supply the principals 
with copies of all bulletins, etc., issued by him to home teachers. 

School principal and field work: 

1. All cases growing out of day-school problems shall be referred to the 
4 ‘ home teacher ” by the day-school principal, preferably by means of specific 
notes, even though personal conference be also had. These cases shall be 
listed in a book or on cards for the purpose. If these cases can be attended 
to in the course of her day’s other Americanization work, they shall be attended 
to and included in the day’s report. Otherwise the cases shall be referred by 
the most expeditious means to the head of the department of Americanization 
for further instructions. 

If disposition other than instructions to the “ home teacher ” to investigate 
and render due report is made, the head of the department of Americanization 
shall so advise the principal, preferably after a telephone or other conference. 

2. The names of all new families, whether new or not, shall be referred by 
the principal to the “ home teacher,” who shall call in due time and welcome 
them in the name of the school, inviting them to call at the school, etc. 

3. Cases involving poor attendance shall be referred by the principal to the 
attendance department for investigation, action (if necessary), and report. 

4. These cases, if necessary, may then be referred to the “ home teacher ” by 
the principal or the home and school nurse. 

5. In Americanization matters not growing out of school problems the “ home 
teacher ” shall cooperate with other departments, either through the head of 
her department or directly with the coworkers involved, rendering the reports 
as usual. 

6. In essence the referring of all school cases rests with the principal as 
school executive. The local worker, under the direction of the department of 
Americanization, be it attendance, medical, or Americanization, makes disposi¬ 
tion of the case either by investigation and due report or else transmitted to 
the head of the department of Americanization for further disposition. 

School-plant administration: 

1. In all matters pertaining to the use of the school equipment or school 
space she shall be responsible, the same as other teachers, to the principal as 
the head of the school. 

2. Any matters involving unusual use of school facilities shall be the subject 
of conference between the director of Americanization, the home teacher, and 
the principal. If there is disagreement between the director and the principal, 
th case shall be referred to the superintendent in administrative charge of the 


school. 

3. The principal shall devise a method of having the home teacher report 


“ in ” 


(This also 


each other 
supervisor, 


when she'comes to and “ out ” when she leaves the school premises, 
applies to the home and school nurse.) 

4. The relations of the director, home teacher, and principal to 
in school plant administration is the same as obtains between 
teacher, and principal in the usual school work. 

VII. Naturalization committee report: . , . 

The following report of the naturalization committee has been adopted by 

the board of education: . . 

“ 1 That the present classes in Americanization work in our evening schools 

be so organized as to meet the needs of those desiring to become citizens ; that 
instruction be given in the principles that underlie our institutions, including 
such a study of the Constitution as will meet the requirements of the courts 
of naturalization; that an earnest effort be made to instill the spirit of democ¬ 
racy as it is exemplified in American life at its best. 

“ 2 That candidates satisfactorily completing said course lie awarded certifi¬ 
cates signed by the superintendent and principal of the school, certifying that- 
said candidates have reached the necessary proficiency m the above subjects 
and that their attitude toward our insitutions is such that in the Judgment o 
the schools they are worthy to have conferred upon them the priceless gift of 

“ 3. That there be held each year a public meeting to which all those who 
have been made citizens during the year be invited; that a suitable progiam 
be arranged and thus public recognition be given to the fact that they have 
elected to be and by due trial and examination have been found worthy to be 
citizens of the United States of America. 

VIII. Libraries: 


106 


EDUCATION AND AMERICANIZATION. 


The public library has a great opportunity to aid the foreign born. It is 
friendly and helpful, not deadened by conformity and oftentimes inviting, is 
open throughout the year, and makes no demands on a man after a hard day’s 
work. The library brings the foreign born in effective touch with American 
ideals. 

During the ensuing year a definite plan will be in operation to insure a 
greater use of the many advantages of our public libraries in the Americani¬ 
zation work. 

IX. Public-health nurse in Americanization: 

The Americanization nurse enters the home of the foreign born at a time 
when there is trouble, tier services are needed. A few simple applications or 
a bit of sound advice concerning disease, sickness, and sanitation often proves 
a blessing. The nurse often has the opportunity to win the entire family for 
the cause of Americanization on account of the helpful service she renders. 
This is one of the phases of education in the Oakland public schools that has 
passed the experimental stage. It only remains to render a greater service. 

X. Training teachers for Americanization work: 

A course in methods for teaching English to foreigners and a course in 
simple civic education should be offered in an evening and continuation school 
beginning with the fall term of this year. This course should be given one 
afternoon and one evening a week. Every teacher of Americanization in the 
Oakland schools should be required to attend. It is the only way by which we 
will secure the results of a broad, systematic method of carrying on the work. 

We should have a body of trained teachers and workers who know the needs 
of foreign-born men and women and know how to meet these needs in method 
and technique. 

A course for the training of teachers of English for foreign born should furnish 
to workers: 

1. A background of the histories, the causes of immigration, the distribution in 
this country, and the effect of foreign-born people on Americans. 

2. Actual contact with the foreign-born peoples in school, social centers, or 
some other effective means for gaining a sympathetic attitude. 

3. Latest information concerning best methods and texts available for Ameri- * 
canization workers. 

4. The essentials of a workable program for classroom instruction. 

5. A comparison of texts with a view to determining purposes for which best 
fitted. 

G. Knowledge of the immigrants’ needs in civics and citizenship. 

XI. Proposed plan for training teachers for Americanization: 

The possibilities of Oakland for training teachers in Americanization are 
unsurpassed by any other city in the West. The University of California is at 
our door with a wide-awake extension division. Oakland has already done much 
in Americanization and is now entering upon a vigorous Americanization pro¬ 
gram. It seems that the time has come when the University of California can 
begin to develop a special training course to meet the present demand for teach¬ 
ers in this new field. Under the university extension department a training 
school might be opened in the Oakland evening high school and one or two other 
evening schools where foreign-born persons attend in large numbers. In these 
schools observation and practice teaching could be done under experienced super¬ 
vision. Cadet teachers, being required to serve definite periods in practice teach¬ 
ing as part of the defined course, would be a financial assistance to the Oakland 
schools. Such a course should be open to prospective teachers of Americaniza¬ 
tion and naturalization at the beginning of the fall term of 1919. 

XII. Director of Americanization : 

The chief duties of the director of Americanization are as follows: 

1. Prepare a general program for Americanization and naturalization, subject 
to approval of the director of evening and continuation schools. 

A nature of the program : a. English for foreigners, b. Civic education, c. Im¬ 
proving home conditions, d. Naturalization classes, e. Recreational activities, 
f. Community centers, g. Public opinion. 7i. Social activities. 

2. Cooperation with social, industrial, religious, educational, and other agencies 
in Americanization work. 

3. Direct the work in the process of outlining courses of study and improving 
the courses. 

4. Keep in touch with the most advance movements in Americanization that 
are taking place in different parts of the country. 

5. Cooperate with the University of California in its extension courses. 


EDUCATION AND AMERICANIZATION. 


10' 


teachers. 8 '' 86 f ° r ' 6CtUre C0UrSeS ln Americanization for Americanization 

7. Arrange for courses In methods of teaching English to foreigners, and 
civic education for teachers of Americanization classes. 

work^^^ su ^ 01 ^ °* influential individuals in promoting Americanization 

natuAUzatiorf 11 * 1 ^ e( * era * Government, assist in carrying out the plan for 

10. Meet managers and employers where large numbers of foreigners are 
employed. 

11. Attend public meetings where educational, civic, or recreational interests 
are to be discussed. 

Haimonize the Americanization work with the work of other departments 
of education in the Oakland public schools. 


Tentative Program and Approximate Cost of Americanization 1919-20. 

CLASSES UNDER THE DEPARTMENT OF AMERICANIZATION. 

The estimates are based on provision for the following classes: 

1. Regular evening school classes for the teaching of English and civics to 
foreigners. 

2. Regular continuation school classes for the teaching of English and civics 
to foreigners. 

3. Regular naturalization classes. 

4. Classes maintained for foreigners in factories. 

5. Home classes for adult women of foreign birth. 

6. Recreation classes for adult foreigners at recreation centers. 

The estimates are based on the following kind of teachers of Americaniza¬ 
tion : 

1. Teachers of adult foreigners in classes of English and civics for foreigners 
in evening schools. * 

2. Teachers of English and civics to foreigners in continuation schools. 

3. Teachers of naturalization. 

4. The home teacher dealing with adult foreign women. 

5. The factory class teacher. 

6. Other persons employed to promote Americanization adults of foreign birth. 
Home teachers are indicated for the following centers: 

Prescott, Tompkins, Clawson, Lazear, Garfield, Harrison, and Bay. 

In making up this estimate, home teachers have been given a flat rate of 
$1,400 per year for services for full time. 

TECHNICAL HIGH AND CONTINUATION SCHOOL. 


Americanization: 

2 teachers of English and civics for foreigners five evenings per 

week, at $3.50 an evening for a teacher_$1, 400 

1 teacher of naturalization, three evenings per week, at $3.50 per 

evening_ 420 


Total_ 1,820 


OAKLAND EVENING AND CONTINUATION SCHOOL. 

Americanization: 

7 teachers of English and civics for foreigners five evenings per 


week, at $3.50 an evening for a teacher_ 4, 900 

1 continuation teacher for foreigners, three afternoons per week, at 
$3.50 per day- 420 


Total_ 5>, 320 

FREMONT EVENING AND CONTINUATION SCHOOL. 

Americanization: 

2 teachers of English and civics to foreigners, four evenings per 

week, at $3.50 an evening for a teacher- 1,120 

1 teacher of naturalization, three evenings per week, at $3.50 for 
an evening_ 420 


Total_ 1, 540 














108 EDUCATION AND AMERICANIZATION. 

VOCATIONAL EVENING HIGH SCHOOL. 

Americanization: 

1 teacher, live evenings per week, for class in English and civics 

for foreigners__ 700 

TOMPKINS EVENING SCHOOL. 

Americanization: 

Miss Swain— 

Principal’s duties_$800 

Factory class_v- 400 

Home teacher_ 600 

- 1,800 

3 Teachers of English and civics for foreigners, five evenings per 

week, at $3.50 per evening for a teacher- 2,100 

Miss Youngberg, home teacher, half time_ * 510 


Total_ 4, 410 

PRESCOTT EVENING SCHOOL. 

Americanization: 

Miss Love— 

Principal’s duties_$800 

Factory class work_ 400 

Home teacher_ 600 

-1,800 

5 teachers of English and civics for foreigners, five evenings per 

week, at $3.50 per teacher_ 3, 500 

Miss Youngberg, home teacher, half time-’._ 510 


Total__ 5, 810 

LAZEAR EVENING SCHOOL. 

Americanization: 

1 home teacher, five afternoons and five evenings_ 1. 400 

2 teachers of English and civics for foreigners, four evenings per 

week, at $3.50 per teacher an evening_ 1,120 


Total_-_ 2, 520 

CLAWSON EVENING SCHOOL. 

Americanization: 

1 home teacher, three afternoons and two evenings per week__ TOO 

1 teacher of English and civics for foreigners, five evenings per 
week, at $3.50 an evening_ TOO 


Total--- i, 400 

GARFIELD EVENING SCHOOL. 

Americanization: 

1 home teacher three afternoons and two evenings per week_ TOO 

2 teachers of English and* civics for foreigners five evenings per 

week, at $2.50 an evening per teacher_ 1, 400 


Total- 2,100 

BAY EVENING SCHOOL. 

Americanization: 

1 home teacher two afternoons and three evenings per week_ TOO 

1 teacher of English for foreigners five evenings per week, at $3.50 
per evening_ TOO 


Total---- 1, 400 

HARRISON EVENING SCHOOL. 

Americanization: 

1 home teacher two afternoons and three evenings per week_ TOO 

1 teacher of English and Civics for foreigners equivalent to three 

evenings per week at $3.50 per evening_ 420 


Total 


1,120 








































EDUCATION AND AMERICANIZATION. 


109 


ELMHURST EVENING SCHOOL 

Americanization: 

1 teacher for home work in two afternoons and teaching of English 
to foreigners three evenings per week_ 


700 


JAPANESE MISSION. 


Americanization: 

1 teachei foi the class on three afternoons or three evenings per 


480, 


Americanization: 


OAKLAND HOTEL. 


1 teacher for the class three afternoons per week, 2 hours and 15 
minutes_ 


480t 


FACTORY CLASSES. 

es for five aftern x _ _ 

per afternoon_ ‘ ~ ' 9 


Americanization: 

5 teachers of factory classes for five afternoons per week, at $3.50 


2, 400. 


MISCELLANEOUS SUPPLIES. 


Americanization: 

Stationery and stamps._ 50 

Mimeograph paper and stencils_ 25 

Paper and pencils_ 10, 

Portable blackboards_ 25 

Miscellaneous_ 25 


Total- 185 


SUMMARY SHEET. 

Americanization : 

Technical evening and continuation school_$1,820, 

Oakland evening and continuation school_ 5, 320 

Fremont evening and continuation school_ 1, 540. 

Vocational evening high school_ 700 

Tompkins evening school_ 4, 410 

Prescott evening school_ 5, 810 

Lazear evening school_ 2, 520 

Clawson evening school_ 1, 400 

Garfield evening school_ 2,100 

Bay evening school_ 1, 400 

Harrison evening school_ 1,120 

Elmhurst evening school_ 700- 

Japanese mission_ 480 

Oakland Hotel_ 480 

Factory classes_ 2, 400 

Miscellaneous_ 135 


Total_ 32,335. 


Since all the classes provided for in the above estimate may not run the full 
time, it seems reasonable to state that the total estimate is ample to carry a 
pretty heavy Americanization program during 1919-20. 

GENERAL REPORT ON AMERICANIZATION AND NATURALIZATION FOR SCHOOL YEAR 

ENDING JUNE 2 0, 1919. 

It is difficult to give a concise outline of Americanization work covering the 
past year. A number of special features have been reported in detail under- 
other departments. Those of considerable importance are: 

1. Report on neighborhood schools by principals of these schools. 

2. Americanization work in Oakland Evening High School by J. H. Allen. 

3. Americanization work in Prescott Evening School by Miss Grace Love. 

4. Americanization work in Thompkins Evening School by Miss Ethel Swain. 

5. The home teacher, by Miss Cotter, of Lazear School. 

The pages that follow indicate the general extent and character of the. 
Americanization as promoted during the year of 1919-20. 































110 


EDUCATION AND AMERICANIZATION 


Tabulation of reports received from Americanization teachers, June 6, 1019. 

4 


School and teacher. 

Total 

enroll¬ 

ment, 

1918-19. 

Aver¬ 

age 

attend¬ 

ance. 

On roll 
at 

pres¬ 

ent. 

Evenings. 

Num¬ 

ber 

signed, 

sum¬ 

mer 

class. 

Eight 

weeks 

cost. 

Summer 

term 

teacher. 

Lazear: 








L. Strachen. 

60 

16 

22 

Monday, Wednesday, 

10 

$84 

Strachen. 





Friday. 




Lane 

43 

16 

19 

.do. 



Discontin- 








ued. 

Minda MacKienna.. 

19 

14 

17 

.do. 

13 

84 

Mackienna. 

Total_ 

122 

46 

58 


23 

168 










Tompkins: 








Anna McConaughy. 

31 

9 

14 

Monday, Wednesday, 

17 

84 

McConaughy^ 





Friday. 




P. "Devare. 

15 

8 

9 

.do. 



Discontin- 








ued. 

T) Anderson 

32 

15 





Do. 

E. Swain. 

26 

10 

9 

Monday, Wednesday, 



Do. 





Friday. 




Total 

104 

42 

32 


17 

84 










Prescott: 








G. Love. 

30 

14 

18 

Five. 



Do. 

H. Youngberg. 

45 

18 

20 

.do. 



Do. 

F,_ Robinson . 

30 

16 

22 

.do. 

22 

140 

Robinson. 

E. Smith. 

30 

16 

20 

.do."._ 

20 

140 

Smith. 









Total. 

135 

64 

80 


42 

280 










Fremont: 








H. T. Shaw. 

45 

13 

25 

Monday, Wednesday.. 

22 

56 

Harris. 

H. C. Hummel. 

46 

10 

15 

Four. 

7 

56 

Supply. 

Total. 

91 

23 

40 


29 

112 










Oakland: 








J. F. Ledwich. 

100 

35 

40 

Monday, Wednesday, 

25 

84 

Ledwich. 





Friday. 




E. Hubbard. 

54 

17 

34 

Five. 

23 

140 

Snnnlv. 

C. Frost. 

32 

15 

19 

.do. 

16 

140 

Frost. 

J. H. Allen. 

44 

16 

23 

.do. 

16 

140 

Allen. 

Mrs. Hunnicutt. 

30 

14 

12 

.do. 

12 

140 

TTimnieiitt, 

M. E. Willett. 

25 

16 

19 

.do. 

19 

140 

Willett. 

L. E. Taylor. 

52 

15 

20 

.do. 

15 

140 

Taylor. 








Total. 

337 

118 

167 


126 

924 









Technical: 








T. Vercelli. 

44 

15 

18 

Five. 

12 

140 

Voreolli 

A. Cooley. 

32 

12 

18 

.do. 

10 

140 

Fnole.v 

F. H. Shane. 

31 

9 

16 

Tuesday, Thursday, 

9 

84 

Shane. 





Friday. 




Total. 

107 

36 

42 


31 

364 


Garfield: M. Rutherford. 

48 

16 

25 

Five. 

11 

140 

Rutherford. 

Jap Mission: Mrs. Evans 

19 

15 

19 

Tuesday, Thursday... 

19 

56 

Evans. 

Vocational: F. Schreiber 

66 

13 

21 

Five. 

12 

140 

Supplv. 

Clawson. 

45 

21 

23 

Monday, Wednesday, 

15 

84 

Do. 





Friday. 





Total students signed for summer. 325 

Total cost of summer for salaries. $2 352 

Factory classes (estimated).’500 


GENERAL OUTLINE FOR AMERICANIZATION WORK FOR LAST FOUR WEEKS OF TERM 

ENDING JUNE 20, 1919. 


1. Continue the present plan of organizing new classes in Americanization 
and citizenship where the demand justifies. 

2. Plan to continue the Americanization and citizenship classes during the 
summer months where the attendance justifies. 

3. Begin a systematic study of the kind and location of firms and places 
where a large percentage of foreign born are employed. Meet the manager, 
size up the situation, offer a plaD for Americanization. 



























































































































EDUCATION AND AMERICANIZATION. 


Ill 


4. Make a study of the reports on nativity recently compiled by the super¬ 
intendent’s office. Roughly chart the city of Oakland and designate school 
centers from which Americanization is to emerge. 

5. Make a survey of the kinds and the content of textbooks now available for 
teaching Americanization. 

6. Begin a study of plans for securing more general and regular attendance 
of adult foreigners who have not received naturalization papers. 

7. Conduct a seminar course in Americanization open to teachers now engaged 
in Americanization work and those desiring to become teachers of this subject. 

List of topics for reports: 

Methods of teaching English for foreigners. 

Textbooks for use in teaching Americanization. 

Survey of the foreign-born population of Oakland. 

Survey of what the Federal Government and large cities of this country 
are doing in Americanization. 

Fundamental principles to be embodied in teaching Americanization. 

National traits of foreign born to be recognized in teaching Americaniza¬ 
tion. 

A synopsis of these reports will be compiled with recommendations for Ameri¬ 
canization and citizenship work in Oakland. 

AMERICANIZATION SEMINAR, 

Assignments. 

May 3. Methods of teaching elementary English to foreigners: Miss Grace 
Love, Mrs. INI. E. Willett, Miss Hazel A. Samuels. 

May 10. Methods of teaching intermediate English to foreigners: Miss Ethel 
Swain, Miss Earla R. Mock, Miss F. M. Gary. Assistants: Mrs. K. S. Sham- 
baugh, Mrs. M. McCahill. 

May 17. Methods of Teaching Advanced English to Foreigners: Mrs. Alice 
Hunnicutt, Marion Rahm. Florence P>. Stanton. Assistants: Stella A. Eby, Anna 
M. Gill, Laura A. Peterson. 

May 24. Survey of Foreign Born Population of Oakland: Miss M. Ellen Hub- 
hard, Hattie E. liinkson. Assistants: Margaret Waterhouse, Aurelia L. Murphy, 
Margaret Gallagher. 

May 31. Survey of Text Books for Americanization Classes: Miss Ethel M. 
Cotter. Assistants: M. Iv. Monday, Marion Rahm. 


INVITATION TO MEN AND WOMEN WHO RECENTLY RECEIVED CITIZENSHIP PAPERS AND 
WHO WERE GIVEN RECOGNITION BY A PUBLIC PROGRAM AT THE AUDITORIUM. 

Dear Sir : You have fulfilled the requirements of the Bureau of Naturalization 
and have been granted citizenship in the United States of America. 

To commemorate this event, arrangements have been made by the Oakland 
Board of Education for appropriate exercises to be held at the Municipal Aud¬ 
itorium, on Friday evening, June 6, at 8 p. m. sharp. 

You are invited to be present on this evening that the Board of Education may 
present to you a beautifully engraved diploma in recognition of your becoming 
a citizen of the United States. You are requested to bring your wife and sit on 
the platform during the exercises. Your family and friends are invited to be 

In order that your name may be correctly printed on your diploma, it will be 
necessary for you to sign the inclosed postal card and mail it at once. 

Thanking you for a prompt reply, and soliciting your cooperation in making 

this occasion a success, I am, 

Yours, truly, 

Assistant Superintendent of Schools. 


CITIZENSHIP PROGRAM, MUNICIPAL AUDITORIUM, FRIDAY, .TLTNE G, 1919, 8 O CLOCK 

P. M. 

I. (a) Star Spangled Banner (first verse); (h) Pledge of Allegiance; (c) 

America (three verses). . , „ . 

II. (a) March, Forward: (b) Overture, If I Were King; (c) Gems from 
Tschaikowsky. Community Orchestra. Fifty players. Glenn H. Woods, 
director. 

150116—19-14 






112 


EDUCATION AND AMERICANIZATION. 


III. Vocational High School Glee Club: (a) The Voyagers, Karl Linders; 
( b ) March of Our Nation, Adam Geibel. Miss Lula G. Merchant, leader; Miss 
Nellie H. Carpenter, accompanist. 

IV. Address of Welcome, Lewis B. Avery, Assistant Superintendent of 
Schools, Oakland, Calif. 

V. Examination of candidates, F. N. Littleton, examiner, Bureau of Naturali¬ 
zation. 

VI. Vocational High School Quartette: (a) The Shades of Night, Adam 
Geibel; {b) The Story of a Tack, J. A. Parks. 

VII. Americanization: What It Means and Its Relation to the Public Schools, 
Mr. H. B. Wilson, superintendent of Berkeley Schools. 

VIII. Presentation of diplomas, Judge James Quinn. 

Pledge of allegiance. 

I pledge allegiance to my flag 

And to the Republic for which it stands; 

One Nation, indivisible, 

With liberty and justice for all. 

America. 

My country ’tis of thee, 

Sweet land of liberty, 

Of thee I sing. 

Land where my fathers died ! 

Land of the Pilgrims’ pride! 

From every mountain side 
Let freedom ring. 

My native country, thee, 

Land of the noble free, 

Thy name I love: 

I love thy rocks and rills, 

Thy woods and templed hills; 

My heart with rapture thrills 
Like that above. 

Let music swell the breeze, 

And ring from all the trees, 

Sweet freedom’s song: 

Let mortal tongues awake; 

Let all that breathe partake; 

Let rocks their silence break,— 

The song prolong. 

Star Spangled Banner. 

Oh, say can you see, by the dawn’s early light, 

What so proudly we hailed at the twilight’s last gleaming? 

Whose broad stripes and bright stars, thro’ the perilous night, 

O’er the ramparts we watched were so gallantly streaming? 

And the rockets’ red glare, the bombs bursting in air. 

Gave proof thro’ the night that our flag was still there. 

Oh, say, does that star spangled banner yet wave 
O’er the land of the free and the home of the brave? 

On the shore, dimly seen thro’ the mists of the deep, 

Where the foe’s haughty host in dread silence reposes; 

What is that which the breeze, o’er the towering steep, 

As it fitfully blows, half conceals, half discloses? 

Now it catches the gleam of the morning’s first beam, 

In full glory reflected, now shines on the stream: 

’Tis the star spangled banner; oh, long may it wave 
O’er the land of the free and the home of the brave. 


EDUCATION AND AMERICANIZATION. 


113 


AMERICANIZATION ACTIVITIES IN THE OAKLAND SCHOOLS. 

During the last year considerable progress has been made in the work of 
Americanization in the Oakland schools. Fifteen classes of foreign-speaking 
people have been conducted in five elementary school buildings and 14 
classes, including those in naturalization, have been maintained in four high- 
school buildings. These classes are composed largely of earnest men who for 
the most part have a remarkably fine attitude toward education and toward 
America. 

These classes of foreign-speaking people have met from three to live evenings 
a week, ordinarily five evenings a week. Hooks and equipment have been 
furnished by the Oakland public schools. 

The development of our three neighborhood schools is a departure from 
the usual educational program. Here are to be established libraries and social 
rooms where men and women of foreign birth may meet in a social way. 

Three home teachers have been at work during the year. It is the duty 
of these teachers to teach better standards of living, of rearing children, 
of home life, and of American citizenship in the homes of the communities 
tributary to these schools. Classes in citizenship, and in English, home clubs, 
and the teaching of dietetics, care of children, making of clothing, and 
hygiene and sanitation are to be organized by these teachers. Classes in 
English and naturalization are to be opened for foreign-born men in factories 
and shipyards. 

While the evening and continuation schools will close June 13, the classes 
In Americanization and naturalization will continue during the summer 
months. Persons desiring to attend one or more of these classes should call 
at the building where the work is being conducted or inquire at the board of 
education rooms, city hall. 


TABULATION OF QUESTIONNAIRES RETURNED FROM MOORE SHIPYARDS. 

The work is progressing as follows: 

Notices are sent by the Federal examiner to all men not having taken out 
their first papers and who are willing to take them out. Later men not willing 
to take out first papers will be called. 

These men appear at the Oakland High School between the hours of 5 and 9 
p. m. When they have been assisted by the Federal examiner they pass on to 
a representative of the school department who gives advice in regard to educa¬ 
tional advantages. 

Men who signify a desire to attend school in the evening are informed of the 
nearest school in their respective neighborhoods. This information will be used 
by the teacher or principal in following up prospective evening school students 
for foreign-born classes. 

The general tabulation is as follows: 


Number of questionnaires_7, 034 

Number of citizens_5, 553 

Number of noncitizens_1, 534 

Number having first papers- 424 

Number willing to take out first papers- 862 

Number not willing to take out first papers- 210 

Doubtful—- 37 

Number of nationalities- 45- 











114 


EDUCATION AND AMERICANIZATION 


Complete tabulation of 7,087 employees of Moore Shipyards showing distribution 

by nationality. 


Nationality. 

Number. 

First 

papers. 

Willing. 

Not 

willing. 

Doubt¬ 

ful. 

Rrifcish sii'htaftt.s . 

276 

136 

135 


5 


2 

2 




Nnrwa. v . . .. 

23 

11 

11 


1 

T) pti m a.rlr _ . . . _ .. 

33 

17 

16 



Finlanrl . 

28 

12 

15 


1 

Poland 

10 

8 

2 



Russia. . 

40 

6 

25 

9 


Switzerland ... . 

16 

8 

7 

1 


TPranop ... 

23 

10 

13 



"Rp.lcnnm . 

3 

3 




Tiiixpmhnr^ 

1 


1 



TTnlland . 

18 

9 

9 



Portugal ... . 

164 

21 

128 

11 

4 

r.QDP Vordp Inlands 

1 


1 



SDain . . 

61 

5 

23 

31 

2 

Italv .- . . 

374 

77 

254 

37 

6 

Greece. 

91 

4 

40 

46 

1 

(rermanv . 

20 

14 

6 



.Tngn Sla v . . 

81 

37 

39 

5 


"Bulgaria . . . 

1 

1 



Ronmania .. . 

4 

2 

2 



M nntpneyro 

11 

2 

9 



Serbia. . 

16 

2 

13 

1 


Europe. . ... ... 

1 


1 



Mexico . 

89 

i 

21 

65 

2 

Cental America. 

15 

5 

8 


1 

Costa. R.iea, . . . _ 

1 


1 



South Amp.riea,.. . 

6 


6 



Chile . . 

3 

i 


1 

1 

Frazil .. 

1 


1 



Peru . . . 

6 

1 

5 



Aryan tin a, . . . 

1 

1 




Syria 

5 

5 



Armenia, . . . _ 

1 


3 



Turkey.. . 

1 


1 



United States. 

9 


7 


2 

Hawaii . 

8 

1 

2 

1 

4 

Ph i 1 i ppin e Ts 1 and s. 

19 

14 

1 

4 

Porto Rico. 

1 



1 

China. 

5 


5 

1 


Japan. 

1 


1 

1 


Indefinite. 

7 


7 



Sweden.. 

54 

28 

24 


2 





Total. 

1,533 

424 

862 

210 

37 



Number of citizens, 5,553; number of foreigners, 1,534; total, 7,087. 

Tabulation showing number of aliens residing in east bay cities willing to 

attend, an evening school. 


Those with first 
papers. 


Yes. 


No. 


No 

reply. 


Those willing. 


Yes. 


No. 


No. 

reply. 


Those not willing. 


Yes. 


No. 


No 

reply. 


Citi¬ 

zens. 


Yes. 


Oakland. 

San Francisco. 

Alameda. 

Berkeley. 

Albany. 

El Cerrito. 

Richmond 
San Leandro.. 
San Rafael 

Hayward. 

Emeryville.... 

Daly City. 

Mill Valley.... 

Decoto. 

San Lorenzo.. 


251 

54 

11 

19 

2 

1 

2 


1 

1 


17 

7 

1 

3 


! 


37 

10 

2 

3 


1 


1 


518 

97 

16 

26 

1 

2 

1 

11 


2 

1 

1 

1 

2 

1 


88 

12 

2 

7 

1 


1 


50 

8 

8 

3 


1 


1 



3 

1 

1 


40 


1 


2 






















































































































































































EDUCATION AND AMERICANIZATION. 


115 


ELEMENTARY COURSE IN AMERICANIZATION. 

1. Reading. 

2. Conversational English. 

3. Phonics. 

4. Spelling. 

5. Writing. 

G. Elementary civics. 

7. Hygiene. 

“ The most important of all civic virtues in a republic is the selection by 
vote of the proper representatives of the people. It is by the vote at the 
primary that the individual may make himself felt. If only one duty of a 
citizen can be emphasized, if time will forbid the giving of any other lesson, 
there should be imprinted indelibly on the mind of every pupil that voting for 
the proper representative of the people is the tirst and highest duty.” 

Some of the things one should do and can do to improve his citizenship: 

“ Be a good neighbor. 

“ Obey laws. 

“ Accept the operation of the law. 

“ Vote independently. 

“ Judge evidence quietly, listen to both sides. 

“ Set ideals of success of the kind that will preserve the Nation instead of 
those which will destroy it. 

“ Be physically strong; the physical strength of a nation depends upon the 
physical strength of the individual. 

“ Be considerate of the health and welfare of others. 

“ Feel personal responsibility for the conduct of community affairs. 

“ Prevent fires and accidents by carefulness. 

“ Get an education. 

“ Be a worker and a sharer by giving and receiving. 

“ Be efficient in daily work; a good worker is usually a good citizen. 

“ Participate actively in the life of the community. 

“ Understand that capital and labor are dependent on each other. 

“ Understand that every worker is dependent on all the other workers. 

“ Respect the rights of others. 

“ Give service.” 

Oakland Public Schools Report, June 16- August 10, 1919. 

[Department of Americanization and Naturalization in cooperation with Federal Bureau 
of Naturalization in a campaign to interest aliens in citizenship.] 

SPECIAL CLASS IN CITIZENSHIP. 

At the beginning of the summer session, June 16, 1919, a special class in 
citizenship was inaugurated in the evening high school. The original object 
of this class was to help aliens and declarants to secure their citizenship 
papers if they so desired, and to obtain the names and addresses of prospective 
students for evening and continuation schools. 

COOPERATION WITH BUREAU OF NATURALIZATION. 

Under the frank of the United States Department of Labor cards were sent 
at the rate of 50 per day to all the alien employees of the Moore Shipyards 
who had signified a desire to become citizens, asking them to call on a certain 
evening at the high school to meet a representative of the Bureau of Natu¬ 
ralization. The alien who responded was interviewed concerning his attitude 
toward citizenship, and if he still wished to become a citizen was aided 
in making a declaration of facts for naturalization. 

During the first week this work was carried on under the direction of a 
deputy examiner from the Naturalization Bureau, of San Francisco, and 
the work was systematized and adapted to securing the information of most 
value to the school department. As soon as a definite method of procedure 
was determined the work was left entirely in the hands of the Department 
of Americanization and Naturalization. With the inauguration of the plan 
of mailing notices to aliens a permanent card-index system was installed. 
A card is filed for each individual, giving data for future reference. 


116 


EDUCATION AND AMERICANIZATION. 


FRIENDLY ATI) TO THE ALIEN. 


After the work was started it was found that aliens would of their own 
initiative come to inquire about various naturalization and immigration 
problems. The teacher in charge of the class took up these problems with the 
proper governmental agencies, and from his vantage point of disinterestedness 
and general knowledge of our laws and customs was able to smooth out the 
difficulties more satisfactorily than a Government official hampered by depart¬ 
mental restrictions could do. To illustrate, typical cases are as follows: 

First, a Spaniard who had been in this country for some years and who had 
declared his intention of becoming a citizen, wished to bring his wife and 
daughters from Spain, but found difficulty in securing passports for them. 
He had appealed to the Spanish consul, who, because the man had declared 
his intention to become an American citizen, refused to help him, and he had 
been informed (or perhaps thought he had been informed, as he spoke little 
English) that the United States could not help him as he was not a citizen 
of this country. His case was referred to the Immigration Department by 
the teacher and a way found by which the passports could be secured. 

Second, a Mexican, who had come into the United States as a contract 
laborer under the war-time act, but who wished to remain in the United States 
permanently, was in danger of being sent to Angel Island for deportation. His 
case also was taken up and settled satisfactorily. 

Numerous other cases involving citizenship or immigration have been handled 
informally, and wherever an alien has received this personal assistance an 
active propagandist for the evening and continuation schools and for Ameri¬ 
canization has been created. 


PROGRESS OF THE WORK—JUNE 20 TO AUGUST 10. 


Late in June notices were mailed to aliens employed at Moore Shipyards 
asking them to call at the Oakland Evening High School. The work progressed 
as follows: 

These men appeared at the Oakland High School between the hours of 5 p. m. 
and 9 p. m. When they had been assisted by the Federal examiner, they passed 
on to a representative of the school department, who gave advice in regard to 
educational advantages. 

Men who signified a desire to attend school in the evenings were informed 
to go to the nearest school in their respective neighborhoods. This information 
has been recorded by the teacher or principal in following up prospective stu¬ 
dents for foreign-born classes to be held in the evening schools. 

The general tabulation is a follows: 


Number of questionnaires_ 

Number of citizens_ 

Number of noncitizens_ 

Number having first papers_ 

Number willing to take out first papers_ 

Number not willing to take out first papers 

Doubtful - 

Number of nationalities_ 


7, 034 
5, 553 
1,534 
424 
862 
210 
37 
45 


Approximately 1,000 of the 1,534 noncitizens employed at the Moore Shipyards 
have responded to the notices mailed them. 

The survey has been extended to other factories, until we now have on file 
the names, addresses, and nationalities and other data of nondeclarant or re¬ 
cently declarant alien employees as follows: 


Moore Ship Co., approximately_ 1 , 000 

Union Construction Co., approximately_ 300 

Parrafine Paint Co., approximately_ 100 

California Cotton Mills, approximately_ 75 

Miscellaneous, approximately_ 100 


Total, approximately_ 1 , 575 

During this period of operation the cooperation of other firms has been 
sought by personal interview, and lists of resident alien employees are now 
being prepared by the following: 

Hanlon Dry Dock Co., approximately 600; Judson Manufacturing Co., approxi¬ 
mately 300; Bayle La Coste Co., approximately 25; Oakland Meat Co., approxi¬ 
mately 75; total, approximately 1,000. 

















EDUCATION AND AMERICANIZATION. 


117 




This is, of course, merely the beginning of the campaign under the Bureau 
of Naturalization to enlist the support of industrial organizations in the work 
of Amei icanization and naturalization, but it affords a concrete example of 
the results that can be secured by a systematic plan reaching aliens. The 
work should be continued until a survey of every factory and place of business 
employing foreigners in the. bay district has been completed and definite data 
for future use compiled. 

Approximately GOO aliens have been directly and indirectly interested in 
evening schools, having been interviewed by the teacher of this special class 
duiing the summer session. W hile most of these involved but a few minutes 
work in filling in the declaration of facts, some of the cases necessitated much 
of the teacher’s time and the services of the office typist. 

A FEEDER FOR EVENING AND CONTINUATION SCHOOLS. 

Owing to the large number of cases handled it has been impossible to go fully 
into the advantages of attendance upon evening school classes with each appli¬ 
cant for citizenship, but this has been done as far as practicable. However, 
it has been felt that the real propaganda must come from the teacher in charge 
of the work in the applicants’ own districts. Follow-up cards with full data 
on each individual have been prepared, and will be given to the teachers in 
charge of the various districts of the city, and a personal interview with each 
is contemplated. 

A start in this direction has already been made by some of the summer session 
teachers, but the real effort must come from the regular night-school force 
when evening and continuation schools open on August 25. 

ALLOCATION OF FUTURE AMERICANIZATION WORK. 

For the guidance of the Department of Americanization and Naturalization 
of evening and continuation schools according to the needs of the population 
and as a graphic illustration of the work accomplished a map of ..the city is 
being prepared from data gathered in this class. This map has already pro¬ 
gressed far enough to bring out several facts of value, and it will the increas¬ 
ingly valuable as the special data gathered are incorporated in it. 

FUTURE OF THE WORK. 

As soon as the regular evening and continuation schools are opened the 
work begun by this special citizenship class can be continued by the Ameri¬ 
canization teachers in the different schools. Data gathered by each school will 
be reported to the Director of the Department of Americanization and Natu¬ 
ralization, who will thus be enabled to centralize the work and allot its various 
phases to the different Americanization agencies. With the assistance of the 
Bureau of Naturalization, it will not be necessary to continue the survey work 
under the head of a special evening school class. 

Mr. Crist. I should like, Mr. Chairman, to put in statements re¬ 
garding all of the States, because they will show that we have not a 
paper organization but that we have a practical, working organiza¬ 
tion, which is vitalized in every State by the necessity for overcom¬ 
ing their illiteracy and by the interest of the people. 

The Chairman. In order not to make the record too cumbersome, 
suppose you put in as an appendix a summary of those statements. 
You do not intend to put in the entire record you have brought here? 

Mr. Crist. We have got a tremendous work, Mr. Chairman, and it 
is impossible to put it into a few pages. We have been boiling down 
and boiling down our records ever since I have been up here to get it 
in succinct form so it would be available. It is now arranged by 
States and it will be possible to refer to the activities of some of the 
States and have those activities presented in very brief and compact 
form. 


118 


EDUCATION AND AMERICANIZATION. 


The Chairman. Unless there is objection, you may add those 
statements as an appendix to your remarks. It is left to you to con¬ 
dense them as much as possible. 

Mr. Crist. Yes, sir. I shall bear that in mind. 

The objection will be made to this that it does not cost enough 
money; that you are undertaking to launch something that you can 
not accomplish with the amount of money that is appropriated here. 
This is a $10,000,000 undertaking, but it does not cost $1,000,000 a 
year to administer it from Washington City. It does not cost $10,- 
000,000 of money from the Treasury of the United States to carry 
this along to perfection. The reason for that is that each com¬ 
munity, ever since it was organized in the United States, has looked 
upon education as its own individual responsibility. It is a civic 
responsibility which the town, the hamlet, or the municipality has 
always assumed the responsbility for and has always met. The new 
development of education which we have brought about, the educa¬ 
tion of the adult, is one which they have just as readily taken up as 
their own responsibility as they have the education of the children. 

The Chairman. Let me ask a question right there: Let us take 
some community, without naming any particular one, where there is 
a heavy adult native illiteracy and where they are now engaged in 
educating such adults. Are they doing that as a State matter or are 
they doing that with Federal aid ? 

Mr. Crist. They are doing that wholly as a State matter. The 
State illiteracy commission of Kentucky, organized about seven years 
ago, set about the task of eradicating illiteracy from Kentucky. 
They have almost completely accomplished that, and it has all been 
accomplished without one penny of Federal aid. 

The Chairman. Is there any Federal aid granted anywhere to¬ 
ward the education of illiterates? 

Mr. Crist. No, sir. 

The Chairman. Did we not pass a bill of that sort—the Lever 
bill? 

Mr. Crist. The Smith-Lever bill is for agricultural education and 
that belongs in the Department of Agriculture and has been con¬ 
ducted there. They operate through the States Relations Service 
of the Department of Agriculture I believe. 

The Chairman. That is what I am coming to. We might in this 
act annex the education of the adult native to the education of the 
adult alien, and that would be under the Department of Labor, and 
there might be some other act of Congress providing further for the 
education of the adult coming under the Department of the In¬ 
terior, the Bureau of Education. Thus we might have three govern¬ 
mental arms reaching out into the States to assist with education. 

Mr. Raker. But, Mr. Chairman, as I understand this bill and the 
appropriation authorized thereunder, it is simply for administrative 
purposes and to pay for the books. It does not in any way trench 
upon, affect, or go contrary to the State educational institutions. It 
is simply advisory, leaving it entirely with the States, so that what¬ 
ever the State may do for the adult or otherwise, this is simply ad¬ 
visory and is simply to assist in bringing about this work; is not that 
the idea ? 

Mr. Crist. That is exactly the plan under which this has been 
operating for the last five j^ears. 


EDUCATION AND AMERICANIZATION. 


119 


Mr. Raker. Therefore, if the Government has through the Agri¬ 
cultural Department provided any means of education, this would 
simply dovetail in and assist in the way of giving further aid and 
assistance and advice. 

Mr. Crist. Exactly so. These classes have been organized to teach 
adults. Ihe funds have been raised locally and they are being 
largely confined to adult foreigners. There are enough empty seats 
in those classrooms where these foreigners go which, if they are filled 
by the adult illiterate Americans in the numbers that can be pre¬ 
vailed upon to go and who will go if the proper setting is furnished, 
to provide for them all without any great amount of additional ex¬ 
penditure on the part of the community. 

Mr. White. If you will pardon the interruption, I would like to 
ask whether the system you suggest could be appropriately applied 
to the education of the native adult? 

Mr. Crist. It is being applied now. 

Mr. White. In conjunction with the education of the alien? 

Mr. Crist. That is being done now. 

Mr. White. Successfully and appropriately? 

Mr. Crist. Very successfully. The foundation of this is to teach 
men to read, speak, and write. The American illiterates can speak, 
although some of them do not speak good English, and this course 
of study would simply mean to give him a mastery of hig own native 
tongue and increase his ability and extend it, so that he would be 
able to read and write it. The same material which is good for a 
foreigner to learn our tongue, to learn to read and write, is identi¬ 
cally the kind of material that anyone, whether he is native or 
foreign born, needs to enable him to acquire the same ability. 

The Chairman. When you say it is being applied now, you mean 
it is being applied through a sort of twilight zone which is just out¬ 
side of the powers of the Bureau of Naturalization. 

Mr. Crist. Outside of the powers of the Bureau of Naturalization? 

The Chairman. Yes; you have not authority to give Textbooks to 
natives. 

Mr. Crist. We do not <jive Textbooks to natives unless the school- 
teachers when the} 7 get them on the presentation of the number of 
candidates for citizenship attending their classes have gotten some 
additional ones which they use for these native illiterates. 

The Chairman. 'The power is really in the State school board, and 
the object of this section 4 is to extend and include all persons of the 
age of 18 or upward. 

Mr. Crist. That is the limit of the naturalization law. Aliens of 
the age of 18 years and upward may declare their intention to become 
citizens. We are therefore giving the benefit of education to all 
foreigners 18 years of age and upward who express a wish for 
citizenship by stimulating the organization of classes for them, 
but we are withholding our influence from American adult illiterates 
and from the foreigner who is not a candidate for citizenship. 

The Chairman. What does this mean, “ that the promotion of the 
public schools in the training and instruction of candidates for citi¬ 
zenship now being carried on by the Division of Citizenship Train¬ 
ing of the Bureau of Naturalization is hereby extended to include 
all persons of the age of 18 years and upward ”? 


120 


EDUCATION AND AMERICANIZATION. 


Mr. Crist. That means the authority contained in the act of May 
9, 1918. 

The Chairman. So if this becomes a law illiterate natives will 
be added to these classes if the States so order. 

Mr. Crist. Exactly so, and we will stimulate the attendance of 
adult illiterate Americans and noncandidate foreigners upon these 
classes with the same results we have had in the stimulation of the 
organization of these schools and the attendance of candidates for 
citizenship. 

Just at this point let me say that we have requests now for the 
names of over 200,000 of the foreigners who are candidates for citi¬ 
zenship to be sent to the school authorities where they live. We 
have just had to add to our force enough typewriter operators to 
get those names out promptly. 

Mr. White. I would like to ask you this question. Do you find 
from your observation and are you able to state to the committee 
whether natives with the opportunities they have had in all parts of 
the United States to secure a common-school education or a moder¬ 
ate education are still anxious to avail themselves of an opportunity 
to learn to read and write? 

Mr. Crist. I think I can state something upon that. One example, 
of course, will not answer your question. 

Mr. White. I mean generally. 

Mr. Crist. I think so. I think they will come into these classes 
wherever they will have an opportunity to go to school with 
grown-up people. 

Mr. White. Of course it is verv desirable. 

Mr. Crist. The man who has had the ambition to go to school after 
he has grown up has also had to have the courage to stand the ridi¬ 
cule of children, because he has been obliged to attend classrooms 
where only children are provided for. Eight in this city there came 
to my attention within the last week this condition: A man who was 
doing some work of manual labor around the O Street High School 
Building, which is now devoted at nighttime to the education of 
foreigners in our citizenship classes here, went to the principal of 
the night school and asked whether he, as an American, could come 
to these classes that were organized for foreigners. He said, “ I am 
an illiterate man. I do not read or write; I have never been able 
to go to school, and I am ashamed to go to school with children, 
and I just want to know whether this classroom will be one that will 
permit me to attend it.” Of course he was told he could join the 
class. 

Four per cent of those attending these classes for adult foreigners 
are Americans. Nine per cent of them are Italians in 166 places, 
and the Italians have the largest percentage. Those under 4 per cent 
represent 73 nationalities that are not included in the four highest, 
so that the American nationality is the highest in attendance except 
three out of a total of 77 nationalities. That shows that the adult 
American illiterate will go to school if he feels he can avoid the 
embarrassment that necessarily comes from exposing his ignorance 
publicly. 

Mr. White. You know that every American who is illiterate has 
an opportunity to learn to read and write if he cares to outside of 
the school. 


EDUCATION AND AMERICANIZATION. 


121 


Mr. Crist. The census showed there were something like 3,000,000 
illiterate Americans, I think, in the last census, and I think 8,000,000 
altogether of illiterates in this country. The great obstacle in the 
way, according to all of our information, from our men from all 
oyer the country, is that there has never been a place for them to go 
with grown-up people. The foreigners themselves would not come 
to these classes at first on account of their fear that they would be 
obliged to go to school with children. Therefore, in our letters invit¬ 
ing them we told them, “ You will not be put in classes with children, 
but with other grown-up people,” and that removed one of the big 
bars to their attendance. If we had this authority for which this 
bill provides so economically, we could make it an occasion of praise 
to a man or a woman who is illiterate to join these classes. 

We could change the sentiment toward them so that a man could 
be applauded for going to these classes, and there would be the same 
dignity extended to him, the same ceremonies extended to him, that 
are extended to children at graduation day, and the same ceremonies 
that are now being extended to adults of foreign birth who go to 
these classrooms and get a certificate of graduation and are grad¬ 
uated into American citizenship. The foreigners who receive these 
certificates of graduation prize them more than they do their certifi¬ 
cates of naturalization. American men and women would similarly 
prize them. I have some samples of them here to show you. This 
has been the fact for five years in places like Rochester, New York, 
Pittsburgh, Pa., Los Angeles, Calif., and Cleveland, Ohio, where 
-we have been giving certificates of graduation at the insistence of 
the local school authorities. 

The Chairman. Will you put a sample of that certificate in the 
record. 

Mr. Crist. Yes, sir. These certificates which they have been get¬ 
ting have been certificates printed by the school authorities and 
countersigned by our chief examiner in the district, while the samples 
I have come from the Government Printing Office. 

The public schools of-hereby certify that-, who, on-, 

19—, in the - court at -, - made his declaration of intention 

to reside permamently in the United States and to become a citizen, has been 
found upon examination by the above-named public schools to have made satis¬ 
factory progress in the prescribed course of study in the citizenship classes 
wherein use is made of the Textbook furnished by the Government to each 
student candidate for citizenship. 

Reposing full faith and confidence in the above-named public schools, the 
Division of Citizenship Training of the Bureau of Naturalization, United States 
Department of Labor, joins the public schools in the presentation of this cer¬ 
tificate. 

Given this-day of-, A. D. 19—, as attested by the signatures hereto 

affixed of the duly authorized Federal and school officials. 


W. B. Wilson, 


(Space for signatures 
and titles of public-school [seal.] 
officers and teachers.) 


Secretary of Labor. 


Richd. K. Campbell, 


Commissioner of Naturalization. 


Raymond F. Crist, 


m rector of Citizenship. 











122 


EDUCATION AND AMERICANIZATION. 


The Government of the United States of America, through the Bureau ol 
Naturalization of the United States Department of Labor, hereby accepts the 

cooperation of the public schools of-and approves their aid in promoting 

instruction and training in citizenship responsibilities as provided by the act 
of Congress approved by the President of the United States on May 9, 1918. 

In accordance with that act of Congress, the Federal textbook may be 
delivered by the constituted authorities of the above-named public schools to 
students attending their citizenship classes. 

Given under our hands in the District of Columbia this - day of-, 

in the year of our Lord nineteen hundred and-, and of our independence 

the one hundred and-. 

[seal.] W. B. Wilson, 

Secretary of Labor. 

Richd. K. Campbell, 
Commissioner of Naturalization. 

Raymond F. Crist, 

Director of Citizenship. 


The public schools of-and the Bureau of Naturalization, United States 

Department of Labor, hereby certify that a petitioner for naturalization has 
attended the public schools of this jurisdiction, has been examined and found 
to have completed the course in citizenship training satisfactorily, and is 
entitled to this certificate. 

Given this-day of -, A. D. 19—, as attested by the signatures 

hereto affixed of the duly authorized Federal and school authorities. 


(Space for signatures 
and titles of public-school [ seal. ] 
officers and teachers.) 


W. B. Wilson, 

Secretary of Labor. 
Richd. K. Campbell, 
Commissioner of Naturalization. 


Chief Naturalization Examiner. 


Mr. Wilson. Have airy fees been charged to aliens in these various 
night schools? 

Mr. Crist. As a general proposition these schools are open with¬ 
out charge. In some of the States the laws require fees to be paid. 
Generally, that is purely nominal, although in some of the places, 
whether with or without authority of law, they require them to make 
a deposit of a certain sum at the time they enter the school, and then 
they return it to them if they continue throughout the course and 
maintain a certain average of attendance. In some places it amounts 
to $4, which is paid at the beginning of the school year, and they 
get it all back if they have 75 per cent of attendance, and a lesser 
portion of it on a higher rate of absence. They are practically all 
free classes, though. 

Mr. Wilson. Who pays for the books and literature that are fur¬ 
nished ? 

Mr. Crist. We furnish these books, which Congress has authorized 
us to do, to the candidates for citizenship, and if we get this author¬ 
ity the provision in section 4 is such as will enable us to give these 
books to all who attend these adult classes. I might say that these 
books are paid for out of the naturalization fees under the provi¬ 
sions of the act of May 9,1918, and average about 10 cents each copy. 

Mr. Wilson. If there are any other expenses besides those, that 
is regulated by the Slates and local authorities. 

Mr. Crist. If it is not regulated by the State authorities, it is regu¬ 
lated by the municipal or town authorities. Generally, the State 
education board and the State appropriations are not available for 
educational purposes but for administrative purposes throughout 













EDUCATION AND AMERICANIZATION. 


123 


the State. Almost uniformly, if not entirely so, each community 

bears its own cost of educating its uneducated, heretofore generally 
children. 

(The committee thereupon proceeded to the consideration of execu¬ 
tive matters, after which it adjourned.) 


APPENDIX. 

Showing some of the phases of the activities within the various States in 
conjunction with the Division of Citizenship Training, Bureau of Naturaliza¬ 
tion, Depaitment ot Labor, in the education and training of the foreign born 
in English and citizenship. 

ALASKA. 


Office of Commissioner of Education, 

Territory of Alaska, 

Juneau, July 19, 1919. 

Commissioner of Naturalization, 

Bureau of Naturalization, 

United States Department of Labor, 

Washington, 1). C. 

Dear Sir: I am inclosing a copy of a law establishing citizenship night 
schools in the Territory of Alaska. The legislature appropriated $8,000 for the 
support of such schools during the two-year period ending March 31, 1921. 

From past communications with your office, I am under the impression that 
textbooks for the use of students in citizenship schools can be secured directly 
from the Bureau of Naturalization. Will you please send me full information 
regarding this matter, together with samples of all the books and other ma¬ 
terial which are furnished by you? 

Because of the geographical location of Alaska, considerable time is con¬ 
sumed in sending a request from a remote part of the Territory and receiving 
a reply thereto. This fact will handicap the schools of Alaska in securing the 
material which your department offers as aids in citizenship work. It has 
occurred to me that it might, perhaps, he possible for you to forward to this 
office a certain quantity of this material and that it could be redistributed from 
here under your frank to the various schools, when I have received information 
of their establishment and have apportioned funds to them for their support. 
Material that is not used could be again returned to you, and I shall be pleased 
to make a very definite report of its distribution. 

During the school year 1917-18, which was the last normal year in the Ter¬ 
ritory. there was a total of 300 students enrolled in the citizenship night 
schools, which were then organized. 1 estimate that there will be at least 
this number enrolled during the present year in this type of work. 

In case it is not possible for you to make arrangements for me to transfer 
the material from Juneau to other parts of the Territory under frank, I shall 
be glad to pay you postage on the same. 

Thanking you for such attention as you may see fit to give to this request, 
I am 


Very truly, yours. 


Lester D. Henderson, 
Commissioner of Education. 


United States Department of Labor, 

Bureau of Naturalization, 

Division of Citizenship Training, 

Washington, August 8, 1919. 

Commissioner of Education, 

Juneau, Alaska. 

Dear Sir: 1. Your letter of the 19th ultimo has been received, and I 
am taking pleasure in giving you a prompt response, and also in stating that 
450 copies of the Federal Textbook for citizenship instruction and 45 copies 
of the Teacher’s Manual are being shipped to you at once, in order to reach 
you before the season closes. 

2. I find that you have probably a dozen centers to which you may desire 
to send these books. * * * 




124 


EDUCATION AND AMERICANIZATION. 


3. May I suggest that you may be able to extend the held of usetu e. 
of your schools if you can make arrangements with individuals in isolated 
mining camps where there is no schoolhouse but where miners and others 
live during the winter, or closed-in season, so that some one may theie be 
designated to teach the men, and women if there be any, in the camps. 
By this method you will he entitled to use the Federal Textbook and Manual 
in places other than those of the established schools. It will undoubtedly 
be a most interesting and profitable occupation of the time of the " shut-ins 

in those isolated places. , » 

4. Your work during the past year has been most excellent and because or 

your great interest in this work I have taken the liberty to offer this sug¬ 
gestion. , „ _ . 

5. I am sending along also some posters, also a sample ot the certificate 

of graduation. As many of these as you may desire will be furnished in 
order that they may be presented at the close of the school year. A certificate 
of proficiency is in process of printing, as well as other certificates that are 
calculated to arouse greater interest in the public schools. These will be 
forwarded to you at Juneau as rapidly as they come from the press. 

G. The textbook is now under revision by a committee of 12 educators 
from public schools and universities in various parts of the country. The 
purpose of this revision is to have a textbook that will come from the pro¬ 
fession direct instead of indirectly as was the case with the initial publi¬ 
cation. The plan of the committee is to have the textbook in three parts— 
primary, intermediate, and advanced. There will be supplementary vocabu¬ 
laries printed which are now being prepared by experts in the various walks 
of life. These also will be forwarded to you at Juneau as rapidly as pos¬ 
sible. It is hoped that some of them at least may be made use of during the 
present scholastic year. 

7. With best wishes for another successful school year, I remain, 

Cordially, yours, 

Raymond F. Crist, 
Director of Citizenship. 


Office of Commissioner of Education, 

Territory of Alaska, 
Juneau, Alaska, August 22, 1919. 

Mr. Raymond F. Crist, 

Director of Citizenship, Bureau of Naturalization, Washington, D. C. 

Dear Sir : I am in receipt of your letter of August 8, together with the posters 
and the sample of the certificate of graduation to which you refer. The 450 
copies of the textbook on citizenship have not yet arrived, but will likely be 
here in the next mail. 

I wish to take this opportunity to thank you for your attention to my re¬ 
quest and for this material which you are sending. I shall be pleased to 
report to you from time to time as to the distribution which is being made of 
it, and as to the success which is attending its use. I shall also be pleased to 
secure the other material to which you referred as soon as it is available for 
distribution. 

You may be interested in knowing that one citizenship night school has been 
established already at what is known as the Perseverance mine, 32 foreigners 
being enrolled. The school is being conducted by the teacher of the public 
school in the district which is established there. When the first monthly report 
is submitted I shall send a copy to you. Other schools will no doubt be es¬ 
tablished early in September, when the regular school work in the Territory is 
begun. 

Very truly, yours, Lester D. Henderson, 

Commissioner of Education. 


United States Department of Labor, 

Bureau of Naturalization, 

Division of Citizenship Training, 

Washington, September 27, 1919. 

Mr. Lester D. Henderson, 

Commissioner of Education, Juneau, Alaska. 

Dear Sir: 3. Your letter of August 22, 1919, acknowledging receipt of sup¬ 
plies sent to you from this division, and telling of the successful establishment 




EDUCATION AND AMERICANIZATION. 125 


of one citizenship class at Perseverance mine with an enrollment of 32 for¬ 
eigners, has been received. 

2. I shall be very glad to communicate directly with the instructor in charge 
of the class at Perseverance mine, and with any other teachers under your 
supervision who wish to engage actively in this most patriotic work. Will 
you please advise me of their post-oflice addresses? 

3. I thank you for the personal interest expressed in your letter, and with 
the assurance of your generous cooperation 1 am in hopes of securing con¬ 
certed action between the public schools of every community in Alaska where 
there is a need for the development of a higher type of citizenship and the 
Federal Government in its authorized Americanization activities. 

Cordially, yours, 


Raymond F. Crist, 

Director of Citizenship. 


ARIZONA. 


United States Department of Labor, 

Naturalization Service, 

Los Angeles, Calif., February 27, 1919. 

Chief Examiner, San Francisco. 

1. You are advised that Americanization and educational work in Arizona is 
meeting with much encouragement. Gov. Campbell has been interviewed and 
will do everything that he can to aid in the work. On June 20, 1918, the legisla¬ 
ture of Arizona appropriated the sum of $25,000 for defraying the expenses of 
night schools until June 30, 1919. I have every reason to believe that a con¬ 
siderably greater sum will be appropriated for this purpose for the coming 
fiscal year. 

Fred Iv. Jones. 

San Francisco, Calif., March 1, 1919. To Bureau. Geo. A. Crutchfield. 

[Excerpt from letter of E. P. Taylor, Extension Director University of Arizona, April 

25, 1919.] 

“ We shall be glad to do what we can to further your work in Americaniza¬ 
tion. This is a problem which interests us greatly in Arizona. All of our 
extension workers are doing more or less along this line in the course of their 
extension work, holding demonstrations, meetings, etc., with Mexican people,, 
and tending to bring about better agricultural and home conditions and at the- 
same time accomplishing something in the way of Americanization work.” 


United States Department of Labor, 

Bureau of Naturalization, 

Division of Citizenship Training, 

Washington, August 25, 1919. 

Hon. Thomas E. Campbell, 

Governor of the State of Arizona, 

Phoenix, Ariz. 

My Dear Governor: 1. Under the authority of Congress of May 9, 1918, the- 
Government is publishing and distributing free a textbook to the candidate for 
citizenship attending the public schools throughout the United States. This 
textbook is to enable the coming American to learn of the Federal Government 
and its activities, in addition to being the basis for teaching illiterates to read, 
speak, and write in our tongue. 

2. This is brought to your attention with the suggestion that appropriate 
steps be taken to the end that in your State a publication may be issued which 
will give the frame of government of the State, its counties and municipalities, 
together with such other information regarding your State as will inspire a 
high regard for it. It is desired that this be prepared for the use of those who* 
attend the public schools and who are pursuing instruction ahd training in 
citizenship responsibilities. In some States such a book is being prepared by 
the State to supplement the Federal textbook. 

3. In your State there are 13 communities, representing scores of classes, 
whel*e native and foreign-born adults are together learning our language and 
of our Government. The expansion of the efficiency of these classes means the- 
eradication of the illiteracy of-the Nation. 




126 


EDUCATION AND AMERICANIZATION. 


4. I am inclosing a copy of tlie Federal textbook and its accompanying 
manual, which are being distributed by the Federal Government through the 
Division of Citizenship Training, and am urging executive action by you upon 
this matter. 

Very truly, yours, 

Raymond F. Crist, 

Director of Citizenship. 


University of Arizona. 

College of Letters, Arts, and Sciences, 

Tucson, September 10, 1919. 


Mr. R. F. Crist, 

Director of Citizenship, 

United States Department of Labor, 

Washington, D. C. 

Dear Sir: In a recent communication from the Hon. Thomas E. Campbell, 
governor of Arizona, he stated that you desired our Commonwealth to prepare 
a pamphlet describing the nature of our State and local governments. He has 
asked this department of the university to undertake its preparation. 

I would greatly appreciate any information you may be able to give as to 
the scope and nature of the proposed pamphlet. Will you kindly forward copies 
of the publication dealing with the Federal Government and those of any States 


that you may have. 

Thanking you for your assistance and advice, I am, 


Yours, very truly, 


E. J. Brown, 

Professor of Social Science. 


ARKANSAS. 


United States Department of Labor, 

Bureau of Naturalization, 

Division of Citizenship Training, 

Washington, August 25, 1919. 


Hon. Charles H. Brough, 

Governor of the State of Arkansas, Little Rock, Ark. 

My Dear Governor: 1. Under the authority of Congress of May 9, 1918, the 
Government is publishing and distributing free a textbook to the candidate for 
citizenship attending the public schools throughout the United States. This 
textbook is to enable the coming American to learn of the Federal Government 
and its activities, in addition to being the basis for teaching illiterates to read, 
speak, and write in our tongue. 

2. This is brought to your attention with the suggestion that appropriate 
steps be taken to the end that in your State a publication may be issued which 
will give the frame of government of the State, its counties and municipalities, 
together with such other information regarding your State as will inspire 
a high regard for it. It is desired that this be prepared for the use of those 
who attend the public schools and who are pursuing instruction and training 
in citizenship responsibilities. In some States such a book is being prepared 
by the State to supplement the Federal textbook. 

3. In your State there are two communities, representing several classes 
where native and foreign-born adults are together learning our language and 
of our Government. The expansion of the efficiency of these classes means the 
eradication of the illiteracy of the Nation. 

4. I am inclosing a copy of the Federal textbook and its accompanying 
manual, which are being distributed by the Federal Government through the 
division of citizenship training, and am urging executive action by you upon 
this matter. 

Very truly, yours, 


Raymond F. Crist, 

Director of Citizenship. 




EDUCATION AND AMERICANIZATION. 


127 


Executive Chamber, State of Arkansas, 

rj u „ ~ Little Rock, September 12, 1919. 

Hon. Raymond P. Crist, 

Director of Citizenship , 

United States Department of Labor, Washington, D. C. 

My Dear Sir : I beg to acknowledge receipt of the Federal textbook and its 
accompanying manual, a very valuable publication on citizenship training for 
the public schools throughout the United States. 

I suggest that you immediately get in touch with Supt. J. L. Bond, State 
superintendent, Little Rock, and confer with him as to the advisability of 
introducing this valuable publication in the schools of Arkansas 
Yours, very truly, 

Charles H. Brough, Governor. 

[Excerpt from report of Chief Naturalization Examiner, St. Louis, October 1 , 1919. File 

742, 1919.] 


It may be here stated that Miss Hickey was sent to Arkansas the latter part of 
September, the State in which previous reports indicated there was no possible 
chance of starting schools. She seems to have met with fair success, as I am 
just in receipt of a telegraphic report from her, dated the 30th ultimo, reading 
as follows: 

“ Classes assured six mining towns in Sebastian County. Also Fort Smith. 
Survey in progress Little Rock. State illiteracy commission wishes me to meet 
with them October 11 to plan fall-winter Americanization work for Arkansas. 
Do you advise me to do this? ” 


SUPPORT OF THE DIVISION OF CITIZENSHIP TRAINING IN ARKANSAS. 

^ Cooperation secured: State board of education. State illiteracy board, voca¬ 
tional board, mine superintendents. 

Conference with commissioner of mine operators and representatives of mine 
workers of America: (1) Operators and miners combined to raise funds for the 
establishment of citizenship classes in mining towns. (2) County superintend¬ 
ent to call on them for the needed funds to carry on the classes in following 
mining towns of Sebastian County: Greenwood, Hartford, Bonanza, Huntington, 
Jenny Lind, Midland. 

Americanization survey committees formed: (1) Little Rock, (2) Fort Smith. 

Public school citizenship classes established: Sebastian County. 

State-wide campaign planned for the establishment of public school citizen¬ 
ship classes. 


CALIFORNIA. 

?Excerpt from statement of University of California, extension division, forwarded by 

L. J. Richardson, acting director, April 23, 1919.] 

This division is now cooperating with the naturalization examiner’s office of 
the Department of Labor, San Francisco, with a view to serving persons who are 
applying for United States citizenship. An effort is being made to secure the 
names and addresses of all persons in the State of California who are petitioners 
for naturalization. It is our plan to communicate with them and to bring to 
their attention the official Government textbooks as w r ell as our courses in United 
States Government, elementary English, and other subjects suitable to their 
needs. Such persons up to the present time have often been coached by lawyers 
at considerable expense in order to receive preparation for naturalization exami¬ 
nations. We believe that better results would follow if the petitioners could be 
induced to avail themselves of the help that extension instruction can bring 
them. It appears from our present experience that persons dwelling apart from 
large cities are most in need of this form of extension work. 


United States Department of Labor, 

Naturalization Service, 

Los Angeles, Calif., February 5, 1919. 

Chief Examiner, San Francisco. 

1. In re cooperation with public schools at Visalia, Tulare County, Calif. 

2. You are advised that the educational authorities at Visalia, Calif., are 
becoming interested in the plan to install classes for the education of the adult 
alien in the schools of that city. 


150116—19-15 







128 


EDUCATION AND AMERICANIZATION. 


3. For a long time past I have been anxious to have a class started at 
Visalia, for the reason that it seemed to me, considering its size, that there 
were enough aliens in the immediate vicinity to warrant this action. There 
are between 2,800 and 3,000 adult aliens in and adjacent to Visalia, divided into 
nationalities about as follows: Three hundred Italians, 1,200 Portuguese, 300 
Germans, 1,000 Armenians, a few Greeks, and others. This is exclusive of 
Mexicans and orientals. These statistics were secured by Examiner Handy of 
this office. 

4. The principal of the Visalia High School is A. M. Simons. He has agreed 
to establish a class immediately if a teacher could be procured and aliens 
persuaded to attend. It is suggested the bureau get in touch with Mr. Simons 
to aid this office in its efforts to have this class established. 

5. A clipping from the local newspaper is inclosed herewith. 

(Signed) Fred Jones. 

Visalia Public Schools, 
Visalia, Calif., September 26, 1919. 

Mr. Frederick Jones, Examiner in Charge. 

Mr. William Handy, United States Naturalization Examiner, 

United States Department of Labor, 

613 Federal Building, Los Angeles, Calif. 

Dear Sir : I was very glad to receive your letter of September 24, offering 
the services of the Bureau of Naturalization in the establishment of a class for 
instruction in citizenship, etc. Your letter came just at the right time, as we 
were about to perfect our plans for such a class to meet the requirements of 
the new State law which compels those 18 to 21 who have not had the equiva¬ 
lent of a sixth-grade education to attend a class in English and citizenship. I 
expect to teach that class myself. 

We hope to open the class on Monday evening, October 6. I shall be very 
grateful if you will kindly send me any advertising material that you may 
have, any material on the most effective methods on organization and conduct 
of such a class, one copy of the Teacher’s Manual, and 25 copies of the Stu¬ 
dent’s Textbook. If we have any copies of the textbook left I will send them 
to you, or if we need more, I suppose we may count on your kind assistance. 

Assuring you of my interest in the work and of my appreciation of anything 
that you may be able to do for us, I am, 

Yours, sincerely, Alden H. Abbott. 


United States Department oe Labor, 

Naturalization Service, 

Los Angeles, Calif., September 30, 1919. 

Director of Citizenship 

(Through Chief Examiner), 

San Francisco: 

1. Herewith is inclosed copy of letter received from the principal of the high 
school at Visalia, Calif., advising of the opening of evening classes October 
6 next. 

2. This is very gratifying, as Visalia is an important county seat and it has 
been difficult to get the authorities interested in this work. 

3. We are entirely out of textbooks and manuals, and suggest that the bureau 
supply this call direct. 

Fred Jones. 


San Francisco, Calif., October 1, 1919. 
To Bureau : Twenty-five student textbooks, 1 manual, S. N. L., posters, for¬ 
warded to Mr. Abbott at Visalia this date. 


Geo. A. Crutchfield. 


United States Department of Labor, 

Bureau of Naturalization, 

Division of Citizenship Training, 

Washington, October 11, 1919. 

Mr. Alden H.- Abbott, 

Principal, High School, Visalia, Calif. 

Dear Sir: 1. Your good letter of September 26, 1919, written to Mr. Fred¬ 
erick Jones, the naturalization examiner at Los Angeles, has been transmitted 






EDUCATION AND AMERICANIZATION. 


129 


to this division by the chief naturalization examiner at San Francisco. It is 
indeed very encouraging and gratifying to know of your personal cooperation 
and interest in the work of developing a higher type of citizenship. I am 
pleased to learn that the adult foreign-born residents of your locality are to 
have advantage of a class in English and citizenship, and I am confident that 
under your direct supervision the Americanization work will progress efficiently 
and effectively. I wish you unbounded success in your undertaking. 

. 2. Under separate cover I am having sent to you a syllabus of the naturaliza¬ 
tion law and a supply of the preliminary naturalization forms, Nos. 2213, 
2214, 2220, for use in aiding candidates for citizenship to procure their natural¬ 
ization papers. The inclosed CT-13 explains in detail the use of these forms. 
The inclosed memorandum of helps enumerates the material which is available 


for free distribution to public-school conducted classes in English and citizen¬ 
ship. If you are in need of any additional material please do not hesitate to 
order the same. 


3. The progress of your educational activities in Americanization will be 
watched with keen interest, and I wish you to know that this division will 
assist you in every way within its power in furthering this essential enter¬ 
prise. With best wishes for a most successful year, I am, 

Cordially, yours, 


Henry Ik Hazard, 
Acting Director of Citizenship. 


[Excerpt from report of Chief Naturalization Examiner George A. Crutchfield, dated 

Aug. 31, re work in San Francisco, Calif.] 

•f 

I have to request that there be sent to Miss A. M. I^icliolson, supervising 
principal, foreign classes, evening public schools, care board of education, San 
Francisco, Calif., 500 copies of the Student’s Textbook and 25 copies of the 
Teacher’s Manual for official use in the San Francisco night schools for citi¬ 
zenship instruction. Miss Nicholson has had carefully explained to her the 
restrictions and limitations as to the use of these books and her responsibilities 
in accounting for same. She thinks 1,000 textbooks will be needed a little later, 
but thinks that 500 will suffice for immediate use. 

It is also requested that there be sent to Miss Nicholson (address as above) 
1,000 declarant cards and 200 cards of the wives for keeping records under 
bureau plan. She said she had obtained the consent of the bureau to use 
these cards for all alien students and make return and report of those who 
have declared intention. 


[Excerpt from letter of Miss Anne Nicholson, supervising principal, foreign classes.] 

We are in process of reorganization. I shall detail one of my teachers to 
write you more of this. I am doing this because I am convinced of the deep 
sincerity of the work of your bureau and shall, therefore, deem it a privilege 
to be of any service. 

Your Mr. Crutchfield is aiding us very generously in every way. 


[Excepts from letter of Miss Mary Carmichael, secretary.] 

Active cooperation has been effected with the chamber of commerce through 
its Americanization committee under the chairmanship of Mr. C. Day. This 
committee has compiled a “ findex ” card system containing a list of the em¬ 
ployers of San Francisco—obtained through questionnaires sent out by this 
Americanization committee to the men through their employers. A copy of the 
questionnaire will also follow this letter. Through this system foreign classes 
throughout will be filled to their maximum capacity, as room for these is re¬ 
ported by the educational authorities. * * * 

The labor council and the local unions have offered their aid most gen¬ 
erously. * * * , , , 

I feel quite sure, Mr. Campbell, that while Dr. Nicholson has asked me to 

send this material to you on account of her having to be out of town for some 
days, that she will be only too happy to answer your inquiries herself and 





130 


EDUCATION AND AMERICANIZATION. 


though her day is a very long one and a very full one in the service of San 
Francisco, yet she realizes that the big strokes should come from your depart¬ 
ment and she is ever anxious and willing to help out that work however she can. 


[Excerpt from letter of Miss Anna Nicholson, supervisor of foreign classes, San Francisco.] 

We are now using the new textbooks and wish to express our appreciation 
of this first concrete help for the individual teacher. We shall be glad to 
offer at your suggestion any constructive criticism of the little book. Trying 
to create concrete help ourselves, we are in complete sympathy with your 
attitude in asking for suggestions. 

I am inclosing the questionnaire with an attempt to give an honest opinion 
on the subject. Let us cooperate in any way possible. 


[Excerpts from report of Examiner George E. Bradnack, re work in San Francisco.] 

1. I beg to submit the following report of my activities, part of this week, 
-on educational work, as requested. 

The Municipal Railroad of San Francisco will place the posters in all 
their cars, and will also place some in the car barns, where they will be 
seen and read by the employees. They will make requisition for 300 of the 
posters immediately. As all of their employees are under the State civil 
service, there are none but citizens in their employ. 

2. The United Railroads of San Francisco will make requisition for the 
posters, and will also ask for some facts forms. They propose to encourage 
their employees who are not citizens to take out declarations of intention, 
and will help them in this matter. They will also display them in all of 
their cars and buildings. 

Both general managers and superintendents spoke highly of the movement 
and offered to assist in every way in their power. 

3. The California Development Board of San Francisco have 301 branch 

organizations in California, and will send a poster to every branch and sec¬ 
retary and display it and call attention of all aliens that come in contact 
with to it, and urge them to attend school. This is the California Develop¬ 
ment Board in the Ferry Building and reaches out all over the State. * * * 

8. The Scandinavians, natural-born sailors, appear to be neglected in this 
work, and I feel that a night class for these men who would attend when 
ashore would be valuable in more than the educational work of citizenship. 

9. I have presented this matter to the Standard Oil Co., and their office 
manager will take the matter up. He believes that they could use many of 
the posters in their supply stations and on the wagons, and will encourage 
and assist all of their employees to take out their first papers. 


[Excerpts from report of Examiner Littleton, re work in San Francisco, Calif.] 

The chamber of commerce will carry on a campaign to ascertain those 
aliens desiring to attend evening school. They have already secured the 
names of some 6,000 aliens, residents of San Francisco, about 30 per cent 
of whom have expressed a desire to do so. Proper steps will be taken to have 
the school authorities prepare to accommodate them. These names will be 
furnished the Bureau of Immigration and Housing, and that bureau will 
endeavor to make personal calls upon each individual. The necessity for 
personal visits is manifested by the inclosed correspondence from Miss 
Nicholson. * * * 

Miss Nicholson is very much enthused over our textbook, and made the 
statement that it represented the first concrete work accomplished by any 
department of the Government, and that through it she has received more 
helpful assistance in two or three months than from all other Government 
institutions in years. 


GEORGIA. 

[Extract from report of the principal of the Central High School at Atlanta, Ga.] 

Until quite recently visiting in the families of the pupils has been considered 
a definite and very important part of the system of instruction in our school; 
and that we have one of the finest, most wideawake night schools in the United 
States I believe is the direct result of the teachers having given their whole 






EDUCATION AND AMERICANIZATION. 


131 


time and interest to tlie work. Our plan has been to visit at the beginning 
of the term every family represented in the school; then further visiting along 
through the year as occasion demanded. There has been no appreciable departure 
from this plan in teaching foreigners, although I have always kept in as close 
touch as possible with my pupils, visiting as my judgment directed. 


IDAHO. 


Public Schools, 
Boise, Idaho, October 2, 1918 . 


Commissioner of Naturalization, 

Department of Labor, Washington, D. C. 

Dear Sir : \\ e are planning to organize three or four classes for the teaching 
of language to foreigners. In order that we may proceed with the work in 
conformity with the plans of your bureau, I desire that you send me at once 
about 75 copies of your student’s textbook and 10 copies of the teacher’s manual. 

that will aid us in conducting these classes for 
I shall be glad to receive it. 


If you have any other literature 
foreigners to the best advantage, 
Respectfully, yours, 


C. E. Rose, Superintendent. 


United States Department of Labor, 

Bureau of Naturalization, 

Division of Citizenship Training, 

August 25, 1919. 

Hon. D. W. Davis, 

Governor of the State of Idaho, Boise, Idaho. 

My Dear Governor : Under the authority of Congress of May 9, 1918, the 
Government is publishing and distributing free a textbook to the candidate for 
citizenship attending the public schools throughout the United States. This 
textbook is to enable the coming American to learn of the Federal Government 
and its activities, in addition to being the basis for teaching illiterates to read, 
speak and write in our tongue. 

2. This is brought to your attention with the suggestion that appropriate 
steps be taken to the end that in your State a publication may be issued which 
will give the frame of government of the State, its counties and municipalities, 
together with such other information regarding your State as will inspire a 
high regard for it. It is desired that this be prepared for the use of those who 
attend the public schools and who are pursuing instruction and training in citi¬ 
zenship responsibilities. In some States such a book is being prepared by the 
State to supplement the Federal textbook. 

3. In your State there are many communities representing scores of classes 
where native and foreign-born adults are together learning our language and of 
our Government. The expansion of the efficiency of these classes means the 
eradication of the illiteracy of the Nation. 

4. I am inclosing a copy of the Federal textbook and its accompanying 
manual, which are being distributed by the Federal Government through the 
Division of Citizenship Training, and am urging executive action by you upon 
this matter. 

Very truly, yours. Raymond F. Crist, 

Director of Citizenship. 


State of Idaho, 

Office of the Governor. 

Boise, September 8, 1919. 

Mr. Raymond F. Crist, 

Director of Citizenship, United States Department of Labor, 

Washington, D. C. 

My Dear Sir: I am just in receipt of copy of the Federal textbook and its 
accompanying manual, which you so kindly sent me. As soon as time permits 
I shall take great pleasure in going over these books with care. However, after 
only a hasty perusal, I feel prepared to say that I shall be glad to cooperate 
wth the State department of education in any further work it may inaugurate 

along this line. . , 

I would suggest that you present the matter to the commissioner of education. 

Dr. E. A. Bryan, Boise, Idaho. 

Very truly, yours, 


D. W. Davis, Governor. 





132 


EDUCATION AND AMERICANIZATION. 


United States Department of Labor, 

Bureau of Naturalization, 

Division of Citizenship Training, 

Washington, October 2, 1919. 

Dr. E. A. Bryan, 

Commissioner of Education, Boise, Idaho. 

Dear Sir : 1. In a recent communication from Gov. Davis he suggests that the 
matter of preparing a publication outlining the State, county, and municipal 
government of Idaho, for use in the American classes in conjunction with the 
Federal textbook, be presented to you. 

2. I am therefore sending you, under separate cover, a copy of the Federal 
textbook and also the teacher’s manual. It is obviously impossible in the 
Federal textbook to outline the several State governments, and it is hoped that 
each State will prepare something along these lines. Thus the candidate for 
citizenship will be enabled to gain a more intimate knowledge of his own 
State government and to better fit himself for the responsibilities of citizenship 
therein. The State of Oregon has a publication known as the Oregon Bluebook, 
1919-20, which has been used with great success in the Americanization 
•classes to supplement the Federal textbook. A copy of this book may be se¬ 
cured from the Oregon secretary of state, at Salem, and I have no doubt you will 
find valuable suggestions therein. 

3. Gov. Davis has indicated his readiness to cooperate in this work, and I 
shall be glad to learn from you what is being done along this line. 

Cordially, yours, 


Raymond F. Crist, 

Director of Citizenship. 


ILLINOIS. 

Office of the Secretary-Treasurer, District No. 12, 

United Mine Workers of America, 

Springfield, III., January SO, 1919. 

To tlib officers and members of all local unions, District 12, United Mime 
Workers of America, greeting: 

At a recent meeting of the district executive board Mr. Martin McNichols, of 
the Bureau of Naturalization of the United States Department of Labor, ap¬ 
peared before the board to ask the cooperation of the Illinois miners in the 
campaign now being conducted by the Bureau of Naturalization to teach our 
foreign-born members the English language and to prepare them for citizenship 
in the United States of America. 

The district executive board adopted the following resolution, which is in 
harmony with the action of the twenty-sixth international convention held in 
Indianapolis, Ind.: 

“ Whereas the twenty-sixth convention of the United Mine Workers of America 
adopted resolutions to incorporate in the order of business of every local 
union the following language: ‘Are there any members present who desire 
to become citizens?’ and that each local union appoint a committee on natu¬ 
ralization to assist foreign-born members to obtain information concerning 
naturalization; and 

“ Whereas the naturalization laws of the United States provide that applicants 
for citizenship shall be able to speak the English language; and 
“ Whereas in order that applicants for citizenship may be prepared to fulfill 
the duties and responsibilities of citizenship in every respect, it is necessary 
that they shall have a knowledge of the common language of our country 
and a knowledge of its principles and institutions; and 
“ Whereas it is generally recognized that a better knowledge of our language 
is an important element of safety not only to the non-English-speaking miner, 
but to his American associates, in the hazardous employment of mining; and 
“ Whereas the Bureau of Naturalization of the United States Department of 
Labor has solicited the assistance of the officers and members of District No. 
12, United Mine Workers of America, in the campaign of the Bureau of Nat¬ 
uralization to secure the benefits of a common language in preparation for 
citizenship to foreign-born members; be it 

“ Resolved , That the officers and members of District No. 12 of the United 
Mine Workers of America, express our desire to cooperate with the Bureau of 



EDUCATION AND AMERICANIZATION. 


133 


SaTand’witrni]l>| , ir e Jh ni n t r d t St « eS D «Pa r tment of Labor, with local communi- 

nmv lc' i-n to ro vH^ ’ 1° tlie , et ’ cl “ at eacl1 o£ our foreign-born members 
may learn to read, write, and speak the English language and mav wnrp 

be u ri fm-ther C ° nCerninS ° Ur institutions which will prepare him for citizenship; 

Resolved, That the committee on naturalization in our local unions be re¬ 
quested to cooperate with the public schools to secure facilities for such in- 

nr t( V ns , ure ^ the actual attendance on classes under the supervision 
of the public schools of all members who are lacking in a knowledge of our 
language and institutions; be it further s u 

these ^solutions be engrossed in the proceedings of this 
meeting and that a copy of the resolutions be forwarded to the officers of each 
local union in this district for their instruction.” 

This plan of education will be conducted by the public schools under the 
supervision ot the county superintendent of schools, who will be advised as to 
the program by the Bureau of Naturalization. 

Walter Nesbit, Secretary-Treasurer. 


United States Department of Labor, 

Naturalization Service, 

Chicago, III, April 19, 1919. 

Commissioner of Naturalization. 


1. Education, Harvey, Ill., Bureau tile 27671—989. 

2. There is attached copy of the Buda News, April 10, 1919, published by the 
employees of the Buda Co., Harvey, Ill. Please note the article, Government 
and Local Assistance to Foreign-Born Friends, on page 2. This refers to the 
activity of the committee organized by this service and which resulted in the 
enrollment the first night of 550 men for evening study in English and civics, 
as heretofore reported. 


Fred J. Schlotfeldt. 


GOVERNMENT AND LOCAL ASSISTANCE TO FOREIGN-BORN FRIENDS. 


A. L. Dudley called a meeting at 12.45 p. m. on March 25 of the 335 employees 
of this company who haven’t their citizenship papers. It was very gratifying 
to observe the attention given to the subjects that were brought before our 
foreign-born friends, Mr. Dudley explaining that the Government, the city of 
Harvey, and the Buda Co. wish to help them to become American citizens. 

In the first place, it was brought out that the public schools of Harvey will, 
in all probability, commencing April 1, have two evenings every week for the 
purpose of instructing men anxious to obtain citizenship. The course of in¬ 
struction will be language, where necessary, and such a course of civics as it 
is desirable for American citizens to be acquainted with. When a person at¬ 
tends the school course, they will, if circumstances permit, receive from the 
principal a certificate certifying to the fact that they have taken the course 
of instructions and by reason of such are qualified to receive citizenship, if no 
circumstances beyond the knowledge of the principal bars them from receiving 
same. 

The speaker dwelt very strongly upon the fraternal spirit of the United 
States Government, the desirability of everyone conforming to the laws and 
requirements of citizenship, and, as based upon his own experience, the gratifi¬ 
cation that everyone will have when privileged to become a citizen of the 
United States. 

It may interest our fellow employees to know that of our employees who 
are not citizens of the United States the following representation illustrates 
their place of birth : 


Australians_141 

Danes_ 3 

English_ 12 

Germans_ 14 

.Greek_ 1 

Hollanders_ 23 

Serbian_ 1 

Italians_ 26 


Lithuanians_ 1 

Norwegians_ 12 

Polish_ 16 

Russians_v-_ 51 

Scottish_ 21 

Swedish_ 13 


Total_._335 




















134 


EDUCATION AND AMERICANIZATION. 


Incidentally, the last thing that our friend stated was that on his learning 
from the committee who are attending to the Americanization in Harvey what 
is next necessary, he would call a meeting again to advise relative to progress 

It is to he regretted that among the names of the men who were requested 
to attend the meeting, a few were published on the bulletin hoards who were 
not aliens but American citizens. 

Following the above-explained circumstances, the Harvey committee dealing 
with Americanization held a meeting in the Thornton Township High School, 
and it wa c decided that the auditorium of the high school will be open twice a 
week, on Tuesday and Thursday evenings, from 7.30 p. in., commencing with 
the evening of April 8. 

In order to prepare for instruction, it was necessary for us to canvass the 
plant and make record of the number of aliens without their first papers, the 
number with their first papers, the number of employees who wish to take ad¬ 
vantage of instruction at the high school, and the number who do not intend 
to make the United States of America their permanent residence. The follow¬ 
ing indicates the result of our canvass: 


Number without first papers_121 

Number with first papers_199 

Absent at time of canvass_ 15 

Number who do not wish instruction_100 

Number who wish instruction_'_220 

Number who do not intend to be citizens_ 10 


A notice was put up on our bulletin boards that a meeting would be held 
at 12.45 p. m., Monday, April 7, in the paint shop adjoining the shipping room, 
where the former meeting was held, of all men who have signified their inten¬ 
tion to attend the liigh-school course of instruction, so that a few words could 
be said to them prior to their taking up the course, which we all hope will be 
highly beneficial to them, to the country, and to the Buda Co. 


[Excerpts from letter of July 14, 1919, from II. B. Beecher, chairman Americanization 
committee created by Naturalization Service in Peoria, Ill.] 

I wish further to thank you for your frankness and courtesy. Your letter 
has a good ring to it and you are a man who succeeds in encouraging the 
other fellow and that gets the best the other fellow can deliver. 

The citizenship work here has unquestionably accomplished much good, 
thanks to the ever ready and never failing support we have received from your 
department at all times. 


As the result of correspondence with this division, the iEtna Explosives Co., 
Fayville, Ill., advises that it is contemplating the establishment of a night 
school at the plant for the purpose of teaching their .foreign-born employees 
the fundamentals of English, arithmetic, etc., and requests information as to 
textbooks and other material for use in the classes. 


[Extract from report of Chief Naturalization Examiner at St. Louis, concerning Eldorado 

Ill., Sept. 16, 1919.] 

As shown by correspondence had by the Director of Citizenship, as well as 
this office, and the personal visits of examiners, the moving spirit in this work 
has been Mr. Joe Roebuck, chairman of the citizenship committee, and secre¬ 
tary of the trades and labor council. Mr. Roebuck has made a strenuous, and 
thus far unsuccessful, effort to secure the consent of the local school board to 
furnish the necessary room, light, heat, and teachers, to organize such classes. 
On the 6th instant, he advises me that he appeared before the board at its 
regular meeting and was finally advised that if he could guarantee a class of 
at least 20 aliens, a class would be organized, and the board would pay the 
teacher for his or her services.” 

This was accomplished by Mr. Roebuck notwithstanding his desire to be re¬ 
lieved of participating in this work. In a circular of July 21, 1919, to the 
delegates of the trades and labor council, Mr. Roebuck states as “ I have made 
a miserable failure of unloading the chairmanship (of the citizenship com- 











EDUCATION AND AMERICANIZATION. 


135 


fuses 6 to fJll; 0 !, 1 ! ° f , th ? NaturaI1 ] za tion Department, Washington, D. C„ re- 

or let me off vo,’, win n S VT ?" all !; n mysel£ and you also refuse to Are me, 
oi let me oft, you will have to help me.” • 


r to a letter from the Division of Citizenship Training, a coal com- 

pan> employing many foreign born, stated on October 18, 1919- 

Be- pfnd^V tw e ! Ved y0U1 ’ Ietter of P ctober 9, 1919, and noted contents, 
nf f th } e ^ now C00 Pe™ting with the trades and labor council 

in J d ! ! d n t( i f e a f ch ? 01 started for the benefit of aliens, and we are willing 
to do our part to make it a success.” h 


INDIANA. 

t0 a communication from this division tile vice president of tlie 
I' letclier American National Bank of Indianapolis, Indianapolis, Iml., who is 
also one ot the board ot school commissioners, states that he is deeply interested 
in the various ways of reaching and teaching foreigners. He requests that 
the dn is ion correspond with a certain company where large numbers of south- 
e !'i 1 Europeans are employed, stating that he is personally acquainted with the 
officials of the company and feels sure that they will cheerfully cooperate in 
the Americanization of foreigners. 


IOWA. 

[Extract from Report of Chief Naturalization Examiner at St. Louis re Butler County, 

Iowa.] 

r ^ eac ^ ers ’ County Institute convenes at Allison, Iowa, on September 
go-_6, 1919. Mr. E. B. Hodges, county superintendent. 

lliere are 280 teachers in the county schools and the county superintendent 
has requested these teachers to bring with them to this institute a prepared 
list, or census, of the aliens in their school district. This to be obtained through 
the assistance of the school children. From these lists a complete list will 
be compiled showing the total number of aliens residing in the county. 

On the basis of this information, Mr. Hodges will district the county in 
about six divisions and establish an evenng school class at the most accessible 
point in each district. Each alien will be communicated with and invited to 
attend a series of meetings at the evening school at the point designated within 
his home district. The instructors for these classes will be selected from 
teachers, professional men, and business men who volunteer to take charge of a 
class. Mr. Hodges is sure of plenty of volunteers for this work. 


KANSAS. 

United States Department of Labor, 

Bureau of Naturalization, 

Washington, February l\, 1919. 

Director Extension Division, 

Kansas State Agriculture College, Manhattan, Kans. 

Dear Sir : 1. The Federal Government desires to bring to your attention 
an important phase of the movement for the education in our language and 
citizenship responsibilities of the permanent foreign-born residents of the 
United States, with particular emphasis upon those who are coming into 
citizenship. 

2. Arrangements have already been made in the various States by which 
many cities are using the Federal textbooks issued for citizenship instruction, 
with the distinct purpose of testing the results of the experience of those who 
have been engaged in this work thereby aiding the Government at Washington 
to perfect this textbook. As a result, the new edition for the next school 
year will express what is the latest advanced knowledge of this particular 
educational endeavor. A copy each of the textbook and the accompanying 
Teacher’s Manual has been mailed to you under separate cover. 

3. The bureau would like to hear from you upon the matter of your coopera¬ 
tion in this work. The naturalization examiners who comprise the field force 
of this service will render the fullest cooperation, that those in actual class 
instruction work may become thoroughly versed in the requirements of the 






136 


EDUCATION AND AMERICANIZATION. 


naturalization law. Naturalization should be the crowning point of American¬ 
ization. We may aid in this way in forming the nucleus for subsequent develop¬ 
ment of the Department of University Extension in its relation to Americani¬ 
zation. 

4. The Bureau of Naturalization has not as yet been able to secure a list 
of all of those who attended the annual conference of the Americanization 
session, National University Extension Association, held in Chicago on Janu¬ 
ary 14, at which Mr. Raymond F. Crist, Deputy Commissioner of Naturaliza¬ 
tion, appeared as a speaker, but is writing a letter identical with this to all 
State universities. 

5. You are urged to give your hearty cooperation to the Federal Government 
in this most vital undertaking. An officially addressed envelope is inclosed for 
your reply. 

Very truly, yours. 


J. H. Wagner, 

Acting Commissioner of Naturalization. 


Cooperative Extension Work in 

Agriculture and Home Economics, 

State of Kansas, 
Manhattan, February 25, 1919. 

Mr. J. H. Wagner, 

Acting Commissioner of Naturalization , 

Bureau of Naturalization, Washington, D. C. 

Dear Sir : I have your letter of February 14, outlining your activities with 
regard to the naturalization of foreigners in the United States. This is a 
worthy undertaking, and you may count on us for cooperation in this field as 
far as our time will permit. 

You can realize that our field men now have more than they can actually 
accomplish in a year, but since they arc in contact with country people as 
individuals, I would suggest that you take this matter up directly with them. 
I am sending you a list of our county agricultural agents, and ask that you 
outline the plan of campaign to them definitely. In addition, I am writing 
them a letter, stating I consider this a worthy activity in which we should all 
be interested as Americans, and asking them to cooperate with you as much as 
time will permit. 

Very truly, yours, H. Umberger, 

Acting Dean Division of Extension. 


United States Department of Labor, 

Bureau of Naturalization, 
Washington, March 25, 1919. 

Mr. H. Umberger, 

Acting Dean Division of Extension, 

Kansas State Agricultural College, Manhattan, Kans. 

Dear Sir : 1. The receipt is acknowledged of your recent letter in response to 
one addressed to you “by this bureau, inviting your attention to the work which 
the Federal Government is pursuing in promoting instruction in our language 
and training in citizenship responsibilities of our permanent foreign-born 
residents. 

2. The various educational institutions which have been written have been 
unanimous in offering the Government and the public schools every possible 
assistance, and have requested to be advised of the particular manner in which 
they can be of the greatest service to the Government. 

3. It is suggested, first, that you ask the extension workers to make observa 
tions in the public schools wherein use is being made of the official Govern¬ 
ment textbook, copy of which was sent you, in order that the weaknesses in 
the book and the methods of its use may be noted. A record should be made 
of those things which are calculated to increase school attendance and to main¬ 
tain and stimulate interest in the classroom work. The different localities in 
which the public-school classes are held should be studied in connection with 
their relation to the foreign-born residents. If they are not suited for this 
purpose, better locations for the classes may be ascertained. 




EDUCATION AND AMERICANIZATION. 


137 


ary* 

and the State through the public-schoolsystems The^foretene^ who 
attending the public-school classes may be reached by informine them of S 
free textbooks and the certificates of' graduatfon which w! ™ be presented Jo 

warded'to ^ou \mder‘separate co.eT' 1 ^ ^ ° f tbiS CertlflCate is beln « *>*- 

Jal ?/°ffuaS e e VSSJ 

designed to instruct teachers in this Americanization work. This is the only 
practical way by which this information may be obtained. y 

universities 8 ^ ^ FeSlllt in a natllral P lan of unified action by all the State 

Very truly, yours, Rich’d K. Campbell, 

Commissioner of Naturalization. 


United States Department of Labor, 

Bureau of Naturalization, 

Division of Citizenship Training, 

TT TT Washington, August 6, 1919. 

Mr. H. l T MBERGER, 

Acting Dean Division of Extension, 

Kansas State Agriculture College, Manhattan , Kans. 

Dear Sir : 1. In response to your letter dated February 25, 1919, this division 
outlined to you under date of March 25 various ways in which your division of 
extension could assist in promoting the work of training the adult foreign-born 
residents of this country in things American, and while I feel sure that steps 
are being taken by you to cooperate, I would appreciate receiving a brief state¬ 
ment as to the program which your school expects to follow in furthering the 
division’s plan. 

2. The spirit of cooperation expressed by you in your letter of February 25 
is very gratifying, indeed, and I feel confident that substantial progress in 
Americanization work can be made through the efforts of your division of 
•extension. 

Cordially, yours, Raymond F. Crist, 

Director of Citizenship. 


[United States Department of Labor, Naturalization Service, Customhouse, St. Louis, Mo.] 

Manhattan, Ivans., September If, 1919. 
Chief Naturalization Examiner, St. Louis, Mo.: 

1. In re interview with Dean H. Umberger, of the Kansas State Agricultural 
'College at this point. 

2. I find this gentleman to be very much interested in this class of work and 
he seems to think that the same will go well in hand with his extension work. 
I spent most of the morning at his office discussing this matter with him and 
we have sort of mapped out a program that is submitted for your approval 
with all suggestions that might be helpful in this work. 

3. To begin with Dean Umberger is anxious that the department furnish to 
him all available material as to rural organization or in the absence of same to 
give him an idea as to the best working arrangement relative to the organiza¬ 
tion of rural districts. 

4. Our plan as suggested by him this morning is this: He has county farm 
agents in 51 counties in this State with an organization in each county behind 
this man. That through the agent he can get a line on the rural districts and 
through this same organization get it to the alien and what is offered to him 
and if he wants to go to school to get the county superintendent to take care of 
he classes. He suggests in this connection that the department communicate 
with Miss Elizabeth Wooster, State superintendent of instruction with a request 
from her to get the county superintendents behind this and ask them to work 
in connection with the county farm agent. We went over the list of counties 
where there are agents and picked out the places where the best chances are. 
He will ask for a report through his agents on all points from each of their 




138 


EDUCATION AND AMERICANIZATION. 


9 

counties and in this way will get a very accurate check on the situation in 
these counties. They are putting new agents in other counties right along and 
this no doubt will extend to all of the counties this year. 

5. He further suggested that if the director of citizenship would communicate 
with these different farm agents, enlisting their support, that the proposition 
would be much easier for him. I am attaching the names and addresses of 
these different agents, same being the list he furnished me. 

6. He is glad to cooperate with the department in this regard and requests 
that the department keep in touch with him as to new literature and circulars, 
and above all to send him such literature that he can best use with his agents. 
He is going to put out a general letter to all of these men next week, this delay 
being occasioned by lack of clerical help 'and the opening of school at the col¬ 
lege this week. 

7. I find him to be a man of about 40 years, interested in this work, and 
in a good position to materially assist the department in the educational work. 

8. Walter Burr, rural extension, work, out of town, but he says that he will 
get Mr. Burr interested in those counties where they have no organization. 

Douglas Mote, 

United States Naturalization Examiner. 

Respectfully referred to the director of citizenship. 

M. R. Bevington. 


Mr. H. Umbeeger, 


United States Department of Labor, 

Bureau of Naturalization, 

Division of Citizenship Training. 

Washington, September 25, 1919. 


Dean of Extension, Kansas State Agricultural College, 

Manhattan, Kans. 


Dear Sir: 1. I have before me a report from Naturalization Examiner Doug¬ 
las Mote, regarding a conference with you on Americanization. 

2. Acting on your suggestion, a letter has been prepared and is being sent to 
the county farm agents of your State. A copy is inclosed for your information. 

3. Your plan of using the farm agents as outlined to Examiner Mote is excel¬ 
lent, and I believe that with such cooperation every foreign-born resident of 
Kansas will be advised of the opportunities which the Federal Government is 
offering, and will be induced to avail himself of them. I shall communicate 
with the State superintendent of instruction, and hope to secure the coopera¬ 
tion of the county superintendents of schools with the farm agents in this work. 

4. A list of the supplies 'furnished by the Federal Government through the 
Division of Citizenship Training is inclosed for your information and use. 

5. I am enthusiastic over the prospects for the work in Kansas this year, 
and hope you will call on this division at any time it can be of service. 

Cordially, yours, 


Raymond F. Crist. 

Director of Citizenship. 


United States Department of Labor, 

Bureau of Naturalization, 

Division of Citizenship Training, 

Washington, September 26, 1919. 

Mr. George W. Sidwell, 

District Agent, Leoti, Kans. 

Dear Sir: 1. There is inclosed for your information a copy of a letter being^ 
sent to the county farm agents in your State. 

2. It is hoped you will give these agents any encouragement in your power. 
The Division of Citizenship Training believes there is a great field for con¬ 
structive Americanization work in the rural districts of the country. With 
your efficient county organization, Kansas should easily become a leader in 
this sort of work. 

3. I shall be glad to receive a report from you at any time as to the work 
the agents under your observation are doing, with any suggestions as to the 
manner in which this division can cooperate more effectively. 

Cordially, yours, 

Raymond F. Crist, 

Director of Citizenship . 




EDUCATION AND AMERICANIZATION. 


139 


County Farm Agent. 


United States Department of Labor, 

Bureau of Naturalization, 

Division of Citizenship Training, 

Washington, October 15, 1919 . 


Dear Sir : 1. As county agent, you are one of the advance guard of the army 
of piogiess. The rural population of your county looks to you for leadership. 
You have been appointed as county agent because you are a leader. 

2. Because of this the Division of Citizenship Training feels that you are 
especially qualified to assist the Federal Government in its Americanization 
work, lour individual contact with the people of your county enables you to 
bring this matter to their attention in a peculiarly forceful manner. 

3. It is suggested that you impress upon all the foreign-born residents of 
your county the advantages of Americanization and urge them to attend the 
classes held for those who are desirous of learning our language and the things 
which it will be necessary for them to know before they will be admitted as 
citizens. They will he enabled thereby to become well informed and capable 
of exercising the high privilege of American citizenship. These classes are 
free, as are the text-books supplied by the Federal* Government. These classes 
will also be of service in developing the community spirit in the rural sections, 
in which work your State has made such gratifying progress. 

4. Your leader, Mr. H. Umberger, dean of extension of the State Agricultural 
College at Manhattan, Ivans., has assured this division that he is heartily in 
support of this work and will cooperate in it in any way in his power. 

5. May we count on your help? 

Cordially, yours, Raymond F. Crist, 

Director of Citizenship. 


atwood, Ivans., October 25, 1919. 

Mr. Henry B. Hazard, 

Washington, D. C. 

Dear Sir: I have at hand your favor of October 15 regarding Americaniza¬ 
tion classes. I am heartily in sympathy with your work and will be glad to 
cooperate with you to the best of my ability. 

Yours, truly, Edwin I. Maris, 

County Agricultural Agent. 


(Report of Examiner Leonard S. Smith, in re educational matters at Kansas City, Kans., 

Oct. 5, 1918.] 

I called upon E. A. Warner, assistant manager of chamber of commerce, and 
found that the University of Kansas is furnishing $500, and the chamber of 
commerce $500, toward defraying the expenses of the night schools for the 
current year. The school anthorities furnish the building and the equipment. 
Night schools have been conducted in Kansas City, Kans., for several years. It 
is expected that this year’s work will be more complete than ever before. A 
campaign is to be started. Leaders of the nationalities are to solicit attendance. 
Three schools are to be opened on the 7th instant in buildings located in sec¬ 
tions where there are many foreigners. Particular stress will be put on the 
attendance of foreigners. 


[Letter from I. B. Morgan, principal of continuation schools, Nov. 14, 1918.] 

The large industries of the cities and the Univeristy of Kansas are paying 
the cost of instruction, the board of education furnishing the building, heat, and 
light. 


(Letter from assistant manager E. A. Warner, Kansas City Chamber of Commerce, Nov. 

16, 1918.] 

As suggested in your letter of October 29, the Kansas City (Kans.) Chamber 
of Commerce has endeavored to encourage the educating of foreigners. 

By the financial aid given by the chamber of commerce the school authorities 
of the city and of the State institutions of learning have been able to establish 
three night schools in districts mostly inhabited by foreigners. It is the belief 






140 


EDUCATION AND AMERICANIZATION. 


that foreigners of all ages will enroll and that they may he shown the value of 
becoming educated, as well as becoming full-fledged Americans. 

Night schools have been held in the city for three years and during each 
winter efforts have been made to have foreigners enroll. The results have been 
satisfying, but it was thought that if the schools were established in their im¬ 
mediate vicinity the attendance would be more than doubled. 

We will be glad for suggestions from time to time and in the meantime pro¬ 
pose to do everything possible to carry out the plans set forth in your com¬ 
munication. 


[Report of Chief Naturalization Examiner, St. Louis, Apr. 7, 1919.] 

1. We are to-day in receipt of the following letter from Prof. I. B. Morgan,, 
principal of the Continuation Schools, Kansas City, Ivans.: 

“ I have good news for you. As a result of the visit of Mr. Wolf (examiner) 
and myself with Father Krmpotic, we have a class of more than 100 Croatians, 
meeting Sunday afternoon and Thursday evening. They are taught by two of 
the public-school teachers. That is not all. The Poles have become Interested. 
Over a hundred Poles have t>een organized into classes under the leadership of 
Capt. Balcerkiewicz, who is in charge of athletics in the public schools, 

“ Please tender to Mr. Wolf my congratulations on the result of his work 
here. We kept him busy every minute he was here. The Croatians have asked 
me to request Mr. Wolf to give them one evening when he comes again. The 
Poles have made the same request. They have a long list of questions on 
naturalization. If this can be done it will please them very much.” 

2. The Croatian class referred to by Mr. Morgan appears to be the result of 
the visit of Examiner Wolf and Mr. Morgan to Father Krmpotic, reported bv 
Mr. Wolf on March 5, 1919. 

MAINE. 

[Letter of Oct. 6, 1919, from State superintendent of public schools, Augusta, Me.] 

The Legislature of the State of Maine at its last session passed a law 
encouraging the opening of part-time and evening classes for foreigners who 
desire to learn to read and write the English language. The legislature made 
an appropriation enabling this department to cooperate with localities to the 
extent of paying two-thirds the cost of instruction. We are hoping soon to 
open up a number of schools and classes in the centers where there are many 
foreigners. Will you kindly send three or four copies each of the following: 
Certificate of Approval, Posters, Textbook, Declaration, Petition, Status Card. 
I shall be pleased if you will send three or four copies of each of these items 
in order that I may take them up with the committee. 

Very sincerely, yours, 

Augustus O. Thomas. 


[Letter of Oct. 16, 1919, from State superintendent of schools.] 

Will you kindly send to Mr. M. O. Brown, Dover, Me., 25 copies of Student’s 
Textbook, a standard course of instruction for use in the public schools of the 
United States and for the preparation of the candidate for the responsibilities 
of citizenship? 

Mr. Brown has a class of 25 persons interested in naturalization. Your 
courtesy will be appreciated. 

Please send also sample copies of your Student’s Textbook and Teacher’s 
Manual to Supt. C. W. Bickford, Lewiston, Me. A night school of Americani¬ 
zation was opened up in that city on. Monday evening of the present week. 
The State is cooperating with the city to the extent of the payment of two- 
thirds the cost of instruction in such schools. We hope to have a class of 
about 400. 

Very sincerely, yours, Augustus O. Thomas. 


MICHIGAN. 

[Letter from W. D. Henderson, director of extension service, University of Michigan, 

June 30, 1919.] 

I am in receipt of your letter of June 13, relative to the Federal Americaniza¬ 
tion program for the coming year. 

The extension division of this university will render every assistance possible 
which is compatible with the general extension program of the extension series 






EDUCATION AND AMERICANIZATION. 


141 


to all organizations, both State and Federal, interested in Americanzation work. 
[ am planning to take up this matter of Americanization with the various 
schools of the State later on. I think that in Michigan the best work can be 
done in Americanization through the cooperation of the night schools which are 
being organized throughout the State in connection with the high schools of 
our principal cities. 

Our new extension bulletin is now in preparation. Just as soon as this bulle¬ 
tin comes from the press I will send you a copy. Thus bulletin will give you 
an idea of the plan and scope of our extension service. 


A large employer of labor in Munising, Mich., has expressed its intention 
to do everything in its power toward the conversion of aliens into citizens and 
raising the standard of their citizenship and is cooperating with the public 
schools of Munising. 


FLINT, MICH. 

Flint has probably 17,000 foreigners, who have been coming for the past 10 
years. This includes men, women, and children. 

The children are cared for by the public and parochial schools, Many of 
them were born in this country, and also some of the parents, All speak a 
foreign language, and sometimes it is the only one. 

The total population of this city in 1900 was 13,308; in 1910, 34,580; and 
to-day it is estimated at 85,000, which means that to-day one-fiftli of the total 
population, one in every five, are new Americans. Many of these came directly 
from the old country and the rest are children of parents who came direct. 

The following shows the total number of families of each nationality; 


Polish___ 

Hungarians _ 

Sicilians (300 women)_ 

Greeks (10 women)__ 

Persians_ 

Slavish_ 

French (American born)_ 

Bohemians_ 

Croatians_ 

Serbians (orthodox Greek)_ 

Syrians _ 

Roumanians (orthodox Greek) 

Bulgarians_— 

Belgians_ 

Chinese (2 women, 5 children) 
Dutch Hollanders_ 


2, 000 
1,000 
1,500 
500 
500 
300 
200 
150 
100 
100 
50 
50 
30 
20 
30 
20 


In February, 1919, an announcement was put in the daily paper to say that a 
night school would be opened to help those who wanted to get our their second 
papers. The naturalization service sent a list of those who had first papers. 

Fifty-five came the first night. In all 102 enrolled, 75 of whom passed the 
final examination. Some moved away and some dropped out on account of 
night work and on account of sickness. Mineograph copies of lessons were sent 
to absentees and they were coached so they could go on with the class. 

In a class of 72 there were, to illustrate the typical composition of these 
classes, 20 English, 12 Scotch, 8 Canadians, 6 Polish, 6 Hungarians, 5 Swedish, 
4 Germans, 2 Belgians, 2 French, 1 Bohemian, 1 Irish, 1 Greek, 1 Jewish, 1 Rus¬ 
sian, 1 Slavish, 1 Syrian. 

Buick factory class .—At the Buick factory a class, with an average of 15. 
studied English. The factory furnishes the room, light, and janitor service, 
and asks that a member of the personal service department be there each 
night. The classes in Fairview, with an average of 30 men and 5 women, 
started at the same time. This made a total of 50 for the English classes in the 
city, besides a class for citizenship. 

The Fairview public school is open three and four evenings a week and some¬ 
times on Sunday. There are two classes in English for men, with an attendance 
of 30. A seven-piece orchestra meets once a week. 

The principal, the teachers in English, etc., are paid $2 a night by the board of 
education. The leader for the moving pictures and the community singing are 
cared for by the board of commerce; the women’s afternoon class and the 






















142 


EDUCATION AND AMERICANIZATION. 


teachers supervising the reading and game rooms by volunteer help; the music 
for the orchestra and incidental expenses are cared for by funds raised by an 
annual carnival given by the school. This year the second one was held and 
netted $75. The orchestra furnishes music for the dancing, pageants, folk 
dances, and various entertainments are given from time to time. 


DETROIT AMERICANIZATION CONFERENCE. 

Community committees have been organized in a number of cities. The 
largest city in which such a committee has been organized is Detroit. The 
formal organization of the Detroit Americanization Conference was effected 
June 30 at a meeting of the board of commerce, attended by representatives 
of widely varied associations and institutions of Detroit. 

To create this committee there was detailed to Detroit an examiner of 
foreign extraction, and in one of his first reports he made this statement: 
“I as a man of foreign extraction know from experience that the foreigner 
considers the Naturalization Department as his ‘ friend,’ and always looks 
upon that department as ‘ his ’ department. As I said, I know this from 
experience; my living with the foreigners and consequently getting their 
opinions and ideas.” 

One of the first steps taken by him was the creation of Americanization 
committees among the various racial groups, and extended conferences were 
had with the representatives of each of the following groups: Czechs, Slovaks, 
Poles, Russians, Serbians, Bulgarians, Russian Hebrews, French, Belgians, 
Hungarians, Germans, Greeks, Roumanians, Armenians, etc. Conferences were 
also had with representatives of the National Catholic War Council, religious 
organizations, representatives of business, city government officials, etc. Rep¬ 
resentatives of the International Council of the Young Men’s Christian Asso¬ 
ciation, as well as the local Detroit Young Men’s Christian Association, called 
upon the bureau’s representative and asked to be allowed to cooperate as 
soon as they learned of the movement. 

The governor of Michigan and 11 members of the State community com¬ 
mittee—the committee which succeeded the Michigan war board—were conferred 
with and practical assurance given that if the committee created in Detroit 
was a success the State community committee would cooperate elsewhere in 
Michigan, The Americanization committee of the board of commerce, Detroit, 
unanimously deided to sponsor the movement and give full approval to the 
plan as proposed by this service, and is now one of the most energetic agencies 
party to the conference. 


MINNESOTA. 

United States Department of Labor, 
Naturalization Service, Office of Chief Examiner, 

St. Paul, Minn., October 8, 1918. 
Commissioner of Naturalization, Washington: 

Referring to my telegram of this date, requesting 600 textbooks for the 
superintendent of schools at Minneapolis, I wish to state that this office 
has been informed that there are now enrolled in the Minneapolis night 
schools for the foreign born 700 aliens, 600 of whom have declared their 
intention to become citizens of the United States. It further appears that at 
the rate of enrollment is going on it is expected that they will ultimately need 
no less than 1,500 of the student’s textbooks. They have already been sup¬ 
plied with 350 from this office, and with the 600 ordered by wire to-day it is 
believed that they will be able to get along, with such additional books from 
time to time as may be required to be supplied from the stock on hand in 
this office. One thousand textbooks were received to-day, but will be needed 
for St. Paul and other night schools now being established, as well as for 
Minneapolis, in addition to the 600 ordered by wire. 

Thomas S. Griffing, 

Acting Chief Naturalization Examiner. 


Board of Education, 

Mr. Richard K. Campbell, cit V °f Minneapolis. 

Commissioner of Naturalization, Washington, D. C. 

My Dear Sir: Yours of the 9th came during the epidemic. We were closed 
some five weeks. Last week we opened with about 50 per cent of our enroll- 






EDUCATION AND AMERICANIZATION. 


143 


weeks ago d a U nd n welZceZ7n "Mi 1 , 80 > ,er cent of ™ had six 

the coming week or by Decembe" baVe 100 per cent at tke close of 

are drawn SKr wS^"' t My most efflcle "‘ workers 

s z szzr zzezi gsr 

, J edU or i\atuialization tor our use in these teacher classes tn 

citizerisMp°elasses, *i‘wd’l lXfouZV° the "* Ute ° f iliV '™ rk *" 
Thanking you for your interest. I am 

Yours, respectfully, ’ w R Batt> 

1229 Sixth Street NE. 


The Board of Education, 

Mr. Richard K. Campbell, Minneapolis, Minn., January 25, 1919. 

Commissioner of Naturalization, 

Bureau of Naturalization, Washington, D. C. 

w M £ BELL: Yom * S in answer t0 m y letter of the 29th, file 27671-66 
s /r ' ^ e have now in our evening school centers, the name and location 
of which you will see on the inclosed card, some 1,200 men and women. In 
addition to these enrolled in our evening classes we have some 350 to 400 in 
factory or chib classes. We are now assisting about 250 to 300 per month to 
ta.ve out their first papers or to file for the declaration of intention. We have 
the naturalization court open one evening per week. Last week we assisted 
about 100 to take out the first paper or file for the second, 
v Y T e J iave now a11 forces that were organized last year, including the 
A. M. C. A., Y. W. C. A., and Settlement Houses, Women’s Counsel of Defense, 
and the Civic and Commerce Association, which, with Americanization work, 
are uniting their forces with the public schools, and we believe that the public 
school is the institution working with the Bureau of Naturalization to do this 
work, and here in Minneapolis we have the assistance of your Bureau of Natu¬ 
ralization, with Mr. Coleman in charge. 

We are now making arrangements to have three classroom's in the populous 
section of the downtown district. These classrooms will be open from 8.30 
a. m. to 9.30 p. m. We have now organized classes which can be reached during 
the day or in the evening by this center. Any assistance in the way of infor¬ 
mation or reports from other centers doing this work will be greatly appre¬ 
ciated. 

Thanking you for your assistance and for the 10 copies of the work of the 
public schools with the Bureau of Naturalization, I remain, 

Yours, very truly, 

W. R. Ball, 

Charge of the Americanization Work in the Public Schools. 


United States Department of Lapor, 

Naturalization Service, 

Office of Chief Examiner, 

St. Paul, Minn., February 2h, 1919. 
Commissioner of Naturalization, Washington. 

* ****** 

2. * * * I desire to say that very energetic and effective work in con¬ 

nection with the night schools and Americanization is being done in the city 
of Minneapolis under the auspices of the Board of Education and the Ameri¬ 
canization committee in that city. Mr. W. R. Ball, the director of evening 
schools in that city, has been especially energetic and effective in this con¬ 
nection. He has organized and is having taught many classes in the school 
buildings, as well as classes throughout the city other than in the public school 
buildings. These classes also have been and are now being organized in the 
factories in that city and in the barns of the street railway system. 

******* 

R. S. Coleman. 


150116—19-16 





144 


EDUCATION AND AMERICANIZATION. 


[Extract of letter dated May 1, 1919, from Miss Anne M. Nicholson, supervisor ot 
foreign classes, evening schools, 1141 Filbert Street, San Francisco, Calif.] 

This summer at Minneapolis there is to be an exhaustive discussion and pre¬ 
sentation of work with immigrants under the director of the University of 
Minnesota. The session lasts from June 23 to August 2. As this university 
is, as far as I know, offering the most training of any in the country for work 
of this nature, a conference during the summer session resulting in recom¬ 
mendation for the textbook would be exceedingly desirable. If a representative 
from your Washington office could direct such a conference, the results would 
be available at once. Such conferences might be held when there is any con¬ 
centrated, scholarly, practical effort at work in summer sessions of universities. 


Board of Education, 
Minneapolis, Minn., August 18, 1919. 


Mr. Richard K. Campbell, 

Commissioner of Naturalization, Washington, D. C. 


My Dear Mr. Campbell: In reply to your inclosure I will say that we have 
had, as you will see, 74 classes in our day and evening schools in English and 
citizenship. The work opened last September and has continued through the 
year. As to ages, we have not that record in shape to get it to you at this time. 
We may be able later to supply that information. Regarding the school supply 
requisition inclosed, I will make that out later when we finish our plan for 
next year’s work. I will say, however, that we had 2,100 this year in our 
classes in English, history, and civics of citizenship, and we plan to greatly 
enlarge the work during the coming year. We have a lady organizer, whose 
duty it will be to go into the homes and organize mothers’ classes for home 
instruction. It is our intention to open the work under the reorganization plan 
early in September, and at that time we will send in this requisition. 

Respectfully, yours, 

W. R. Ball, 
Director of Citizenship. 


MINNEAPOLIS COUNCIL OF AMERICANIZATION. 

Ii. S. Coleman, chief naturalization examiner, is member of the executive com¬ 
mittee. Other members are: Albert E. Jenks, director Americanization train¬ 
ing course, University of Minnesota; Miss Hope McDonald, vice chairman Wom¬ 
an’s Community Council; Alfred E. Koenig, Americanization secretary, Y. M. 
C. A.; George N. Bauer, vice president War Loan Organization, David Adie, 
assistant secretary Minneapolis Civic and Commerce Association; William R. 
Ball, director of citizenship classes Minneapolis public schools; Miss Gratia 
Countryman, chief librarian Minneapolis Public Library; Miss Frances Cross, 
general secretary Y. W. C. A.; Robbins Gilman, head resident Northeast Neigh¬ 
borhood House; B. B. Jackson, superintendent Minneapolis public schools; 
Mrs. James G. Swan, president Fifth District Federation Woman’s Clubs; 
E. G. Whitney, president trades and labor assembly. 


MISSOURI. 

United States Department of Labor, 

Bureau of Naturalization, 

Division of Citizenship Training, 

Washington, August 26, 1919. 

Hon. Frederick D. Gardner, 

Governor of the State of Missouri, 

Jefferson City, Mo. * 

My Dear Governor : Under the authority of Congress of May 9, 1918, the 
Government is publishing and distributing free a textbook to the candidate for 
citizenship attending the public schools throughout the United States. This 
textbook is to enable the coming American to learn of the Federal Government 
and its activities, in addition to being the basis of teaching illiterates to read, 
speak, and write in our tongue. 

2. This is brought to your attention with the suggestion that appropriate 
steps be taken to the end that in your State a publication may be issued which 





EDUCATION AND AMERICANIZATION. 


145 


within °Hf Ve -’T ent ? f fhe State ’ its aunties, and municipalities, 
IdSh reLtv fnr f other information^regarding your State as will inspire a 
ntir n 'Tl , ! !' I 1 t 1S desired that this be prepared for the use of those who 
attend the public schools and who are pursuing instruction and training in 

respol } sll>lllties - In some States such a book is being prepared by 
the State to supplement the Federal textbook. ' 1 y 

3. In your State there are 12 communities, representing over a score of 
classes where native and foreign-born adults are together learning our language 

j9 over pm en t The expansion of the efficiency of these classes means 
the eradication of the illiteracy of the Nation. 

tvto" 1 am inclosing a copy of the Federal textbook and its accompanying 
Manual, \\hich are distributed by the Federal Government through the Di¬ 
vision of Citizenship Training, and am urging executive action by you upon 
this matter. . 

Very truly, yours, Raymond F. Crist, 

Director of Citizenship. 


Executive Offices, State of Missouri, 

TJ ^ Jefferson, August 29, 1919. 

Hon. Raymond F. Crist, 

Director of Citizenship, United States Department of Labor, 

Washington, D. C. 

Dear Sir: I have the honor to acknowledge receipt of yours of the 26th in¬ 
stant transmitting free textbook covering the question of the Federal Govern¬ 
ment and its activities to candidates for American citizenship. 

I have noted your statement that this is intended for those attending public 
schools. Also your suggestion that a similar textbook covering the government 
of the State, counties, and municipalities be prepared for use in the public 
schools along with your textbook. Therefore I have referred the matter to 
Prof. S. A. Baker, superintendent of public schools, for consideration. 

I heartily indorse your suggestions and hope they may be carried out in 
Missouri. 

Very truly, yours, Frederick D. Gardner, Governor. 


United States Department of Labor, 

Bureau of Naturalization, 

Division of Citizenship Training, 

Washington, October 3, 1919. 

Prof. S. A. Baker, 

State Superintendent of Public Schools, Jefferson City, Mo. 

Dear Sir : 1. A recent communication from Gov. Gardner states that the 
matter of preparing a publication covering the government of your State, its 
counties, and municipalities, which was suggested to him by the Division of 
Citizenship Training and which has his indorsement, has been referred to you. 

2. It is believed that such a publication, used in conjunction with the Federal 
textbook, will still further increase the value of the Americanization work to the 
State of Missouri by bringing to the candidate for citizenship a more intimate 
knowledge of the State government than is possible from a study of the Federal 
textbook. He will be thereby better fitted to exercise the responsibilities of 
citizenship in his own State. 

3. I shall be glad to know your attitude toward this work and what is con¬ 
templated along this line in your State. 

• Cordially, yours, Raymond F. Crist, 

Director of Citizenship. 


United States Department of Labor, 

Naturalization Service, 

Office of Chief Examiner. 

St. Louis, Mo., February 26, 1919. 

The Commissioner of Naturalization. 

1. Receipt is acknowledged of your telegram of the 25th instant, directing 
that we wire you the number of posters needed in addition to those sent us 





146 


EDUCATION AND AMERICANIZATION. 


by you on the 18th instant. To this we have wired you to-day that no addi¬ 
tional posters are now needed, and that letter follows. 

2. We have recently sent all the large employers of labor in this city, as 
well as the superintendents of schools in those communities of our district 
where there are night classes in operation, a goodly supply of the posters, and 
requesting that they make requisition upon us for additional copies of the same 
jas needed. 

M. R. Bevington. 


The chief naturalization examiner at St. Louis submitted a number of letters 
from large employers of labor in appreciation of the school posters sent them. 
Some of these letters follow. 


The Banner Buggy Co., 

St. Louis , February 28, 1919. 

Mr. M. R. Bevington, 

Chief Naturalization Examiner, 

United States Department of Labar, St. Louis, Mo. 

Dear Sir : We are in receipt of yours of the 26th, mailing us bulletins. Same 
have been put up in our factory. 

In our estimation this is a mighty good thing, and it should be followed to 
the limit. Every workman in every factory in the United States should be¬ 
come an American citizen. 

The writer has always agitated this attendance upon night schools with 
our workmen, and we have always had quite a sprinkling of employees going 
to night school. 

Very truly, yours, The Banner Buggy Co., 

W. H. Roninger, President. 


Brown Shoe Co. (Inc.), 

St. Louis, Mo., March 1919. 

Mr. M. R. Bevington, 

Chief Naturalization Examiner, St. Louis, Mo. 

Dear Sir: We are in receipt of bulletins which you desire that we post, 
and with which request we have complied. 

We concur in the opinion that these bulletins are proper and valuable for 
the purpose that they are intended. 

Yours, truly, Brown Shoe Co., 

G. E. Bandy. 


St. Louis Cordage Mills, 

St. Louis, February 28, 1919. 

Chief Examiner, 

Customhouse, St. Louis, Mo. 

Dear Sir : Your file No. 1850. 

Yours, February 26. 

We are in receipt of the bulletins and will post them in a conspicuous place. 
Yours, truly, 

St. Louis Cordage Mills, 

O. H. Veiths, General Manager .• 


Mr. M. R. Bevington, 


International Shoe Co., 

St. Louis, Mo., March 13, 1919. 


Chief Naturalization Examiner, Customhouse, City. 


Dear Sir : We beg to acknowledge receipt of your letter of February 26, file 
1850, and also the bulletins referred to in your letter. 

We feel that these bulletins and in fact any other efforts along the same 
line are very helpful, from the standpoint of pointing out the opportunity to 






EDUCATION AND AMERK'ANIZATION. 


147 


aliens employed in this plant, to learn to speak and write English, which, of 
course, would make better employees of them and no doubt would have a ten¬ 
dency to encourage them to apply for citizenship. 

Yours, truly, 

International Shoe Co., 

C. II. Fielder. 


Blackmer & Post Pipe Co., 

St. Louis, March 3, 1919. 

Chief Examiner, 

United States Department of Labor, 

Naturalization Service, Customhouse, City. 

Dear Sir : Your letter of the 26th reecived, also the bulletins you are asking 
us to post in a conspicuous place in our plant. The matter of posting the bulle¬ 
tins has been attended to, and have been placed where our men can readily see 
them. 

We are only too glad to assist you in any way that we can along these lines. 
At any time we can be of service to you we will be glad to have you command us~ 
Yours, very truly, 


Blackmer & Post Pipe Co., 
Per .T. W. Weston. President. 


International Shoe Co., 

St. Louis, Mo., February 27, 1919. 

United States Department of Labor. 

Naturalization Service, Office Chief Examiner. 

Customhouse , St. Louis . Mo. 

Attention Mr. M. R. Bevington. 

Gentlemen : We wish to respectfully acknowledge receipt of your favor of 

the 26th, together with the “ boosters.” We wish to advise that these will be 

placed in very conspicuous places throughout our factory. We also wish to 

state we approve heartily of this work, and will do all in our power to 

assist you. 

Yours, truly, International Shoe Co., 

By E. A. Weaver. 


St. Louis. Fehruarn 27. 1919. 

Office of Chief Examiner, 

Customhouse, St. Louis, Mo. 

Attention Chief Naturalization Examiner. 

Gentlemen : We are in receipt of the bulletin with reference to the Ameri¬ 
canization work of your office, and are pleased to report that we will have same 
posted in our factory. We think this bulletin should have some effect for the 
good, and encourage some of these men to complete an education. 

Yours, very truly, 

The Buck’s Stove & Range Co., 
Lee W. Van Cleave, President. 


Hamilton-Brown Shoe Co., 

St. Louis, March 1, 1919. 

Mr. M. R. Bevington, 

Chief Naturalization Examiner, 

United States Department of Labor, St. Louis. Mo. 

Dear Sir: Beg to advise that we are in receipt of the bulletins referred to 
in your letter of February 26. 

I have given instructions to have them placarded in a conspicuous place in 
each one of our factories and trust they will bring the desired results for 
which you intend them. 

Yours, very truly, Chas. E. Ross. 






148 


EDUCATION AND AMERICANIZATION. 


St. Louis, February 27, 1919. 

Mr. M. R. Bevington, 

Chief Examiner, Naturalization Service, St. Louis, Mo. 

Dear Sir : Beg to acknowledge receipt of bulletins, and beg to say that they 
have been posted around the plant as suggested. 

Would make a suggestion that an addition be made to these posters, written 
in small type in the prevailing foreign languages, as I think the foreigners 
would take more notice if they were written in that manner. 

Yours, very truly, 

St. Louis Screw Co. 

L. H. Mullin, Superintendent. 


American Car & Foundry Co., 

St. Louis District, 

St. Louis, February 27, 1919. 

Mr. M. R. Bevington, 

Chief Naturalization Examiner, St. Louis, Mo. 

Dear Sir : I acknowledge, with thanks, receipt of your favor of the 26th 
inst. and also the bulletins which accompanied same. I have instructed that 
these be posted in conspicuous places throughout our shops, and feel that our 
workmen will avail themselves of the opportunities offered them. 

Yours, truly, 

T. A. Dooley, District Manager. 


Mr. M. R. Bevington, 

Chief Naturalization Examiner. 


St. Louis, March \\, 1919. 


Dear Sir : In receipt of your letter February 27,1919. I wish to state that the 
five bulletins you inclosed with your letter regarding the aliens becoming citizens 
of this country is a very fine system, and we have been working toward that at 
this plant. Have had very good success. 

Yours, truly, 

St. Louis Independent Packing Co. 

C. W. Johnson. 


St. Louis, February 28, 1919. 


Mr. M. R. Bevington, 

Chief Naturalization Examiner, 

United States Department of Labor, St. Louis, Mo. 


Dear Sir : We received your bulletins in good shape. 

If at any time in the future you have bulletins of this sort that you think will 
help the good cause along, we will be pleased to have you send them, and we will 
see that they are posted in appropriate places. 

Yours, very truly, 

Brown Shoe Co. (Inc.). 
Jno. J. Lucas. 


St. Louis, Mo., September If, 1919. 

Chief Naturalization Examiner, 

St. Louis, Mo.: 

1. With further reference to bureau file 27671/1908, April 4, 1919, and my 
report to you under date of May 16 last regarding educational matters at Crystal 
City, Mo., I wish to further report that on the 28th ultimo I visited that city 
again and wish to report as follows: 

2. This city is largely made up of the one vast industry, namely, the Pitts¬ 
burgh Plate Glass Works, home offices at Pittsburgh, Pa. Some 200 men of 
foieign birth are employed, the majority of whom, it is understood, have not 
made their declarations of intention as yet. 

3. Mr. G. C. Taylor, who is the superintendent of this concern, locally, is a 
public-spirited official, and is also the mayor of Crystal City. He gave assurance 
that he will do all that is possible to assist the undertaking should the educa¬ 
tional authorities provide night classes for these men. 






EDUCATION AND AMERICANIZATION. 


149 


4. As explained in previous report, almost all the members of the board of 
education there are employed in the offices of the glass works, and it is thought 
are in a position to work successfully in the project. The president of the board 
is the station agent of the Frisco Railway at this point. He stated to me he is 
thoroughly in sympathy with the movement and anticipates they will make a 
success of it at this point. He states he has, in times past,-taught school for over 
six years and believes he will secure the cooperation of the new superintendent 
of schools, W. Roy Groce, who had as yet not arrived, but was daily expected. 

5. I found that the students’ textbooks and manuals, with other matters sent 
there, had been duly received. It was believed there would be not only night 
classes organized, but provision would be made for day classes for the men who 
work on night shifts, so that the shifting from one week to the other on the part 
of the employees would not result in them losing any time from these classes, 
unless they themselves so elected. An effort will be made to secure the attend¬ 
ance of the wives of these men, as provision will be made for them to enter the 
classes if they so desire. 

It is thought a letter from the director of citizenship to each of the gentle¬ 
men mentioned in my letter of May 16, 1919, will be appreciated by them, 
also it is assumed the bureau plan of furnishing cards of declarants and pe¬ 
titioners will be inaugurated. 

F. W. Amack, Examiner. 

Respectfully forwarded to the director of citizenship. 

M. R. Bevington. 


U. S. Department of Labor, 

Bureau of Naturalization, 

Division of Citizenship Training, 

Washington, September 13, 1910. 

Mr. G. C. Taylor, 

Superintendent Pittsburgh Plate Glass Works, Crystal City, Mo. 

Dear Sir: 1. In a report dated September 4, Examiner F. W. Amack, ad¬ 
vises that he has conferred with you regarding Americanization matters in 
Crystal City and that you have expressed keen interest in the work, especially 
as affecting the employees of the Pittsburgh Plate Glass Works, of which you 
are local superintendent and which employs by far the majority of the foreign 
born of the city, most of whom have not as yet filed declarations of intention. 

2 The division of citizenship training feels that your plant offers a fertile 
field for Americanization work and is pleased to note that the management 
is desirous of cooperating with the Government in the training of its foreign- 
born employees for citizenship. We are writing to the new superintendent of 
schools, Mr. W. Roy Groce, at this time asking that he take up the work of 
the organization and supervision of classes at as early a date as possible. 
It is hoped that you will confer with him and assure him of your support. 

3 The inclosed card has been designed for use in ascertaining the status of 
emplovees of foreign birth so that appropriate advice may be given those 
initiating or completing American citizenship. If you will advise the division 
of the number of such employees in the Pittsburgh Plate Glass Works, a 
sufficient supply of cards to meet your needs will be forwarded together with 
the necessary forms and instructions guiding the noncandidate for citizenship. 
An addressed envelope, which requires no postage, is inclosed herewith or 

Cordially, yours, m™ZoJ'cml™hip. 


United States Department of Labor, 

Bureau of Naturalization, 

Division of Citizenship Training, 

Washington, September 13, 1919. 

Mr. W. Roy Groce, t ^ 

Superintendent of Schools, Crystal City, Mo. 
nr .p Qtt?- 1 The division of citizenship training is in receipt of a report 

jMSMS?: er» 

fOT thC ^ 

eign-born residents of Crystal City. 





150 


EDUCATION AND AMERICANIZATION. 


2. We are at this time forwarding a communication to Mr. Taylor, asking 
him that he confer with you regarding the organization and supervision of 
classes made up of the foreign-horn employees of the Pittsburgh Plate Glass 
Works, which company, the examiner reports, employs a large number of for¬ 
eign-born workmen, the majority of whom have not as yet filed declarations 
of intention. With the splendid assistance which Mr. Taylor and the members 
of the board of education, who are employed in the offices of the plant, are in 
position to give in reaching these men and encouraging their attendance and 
that of their wives on the citizenship schools, no difficulty should be encoun¬ 
tered in the organization of very successful classes. 

3. The Federal textbook, which with the teacher’s manual, constitutes the 
official standard course in citizenship instruction, has been placed in the hands 
of prominent educators throughout the country for revision. It is hoped to 
have the new edition ready for distribution within a few months. The files 
in this office show that under date of May 18, 1919, Mr. A. H. Hughes, president 
of the board of education of Crystal City, receipted for 300 copies of the present 
edition of the textbook and 15 manuals. This would indicate that the work 
in your community has received a very encouraging start. 

4. A copy of the syllabus of the naturalization law, sample copies of prelimi¬ 
nary naturalization forms, and several copies of a poster announcing the or¬ 
ganization of citizenship classes are being forwarded to you under separate 
cover. The division will be pleased to furnish you with as large a supply 
of these publications as you can use advantageously. Should you desire it, 
sample copies of the attractive certificate of graduation which is presented to 
petitioners for naturalization who satisfactorily complete the citizenship course, 
as well as of the certificate of proficiency now being prepared for declarants, 
will also be provided for display in the citizenship classrooms. 

5. At the suggestion of the examiner, educational record cards giving the 
names of applicants for naturalization in your community, as well as the names 
of their wives in order that their attendance on the classes may also be ob¬ 
tained, will be sent to you. 

6. The division of citizenship training will be pleased to hear from you 
regarding the progress of the work in Crystal City, and wishes to assure you 
of its desire to be of every possible assistance in this matter. Please feel 
free to call upon this office for any service it can render. 

Cordially, yours, 


Raymond F. Crist, 

Director of Citizenship. 


Crystal City, Mo., 

September 23, 1919. 

Mr. Raymond F. Crist, 

Bureau of Naturalization, United States Department of Labor, 

Division of Citizenship Training. 

Dear Mr. Crist: In reply to your letter of September 13, 1919 (file No. 
4690), I desire to make the following report on the citizenship class which has 
been organized here for work. 

1. The class was organized on the evening of September 10, 1919. The en¬ 
rollment has grown to the present time until now we have a class of 41 
members meeting three evenings each week. I find the class is interested 
in their work. The most of the members are young men who desire to take 
out naturalization papers as soon as possible. 

2. I find about three classes of students, one class that can neither read nor 
write, another class that read but can not write, and still a third class that 
read and write to some extent, but are interested in getting larger vocabu¬ 
laries and better pronounciation and learning more of our Government. 

3. I have never met Mr. Amack, but the president of my board of education 
informs me that he will be around to visit us sometime this month. 

4. The members of the board of education are interested in seeing the move¬ 
ment go right along. 

5. The educational record cards which yon mentioned in your letter have 
been received. I think they will help keep up the interest in the work. 

6. I shall be glad to receive the certificates you mention. 

In closing, let me assure you that we are striving to give the foreigners 
here an opportunity to learn to be good American citizens. I shall be%lad 
to have any suggestion from you from time to time. 

Very sincerely, w. Roy G roce, 

Superintendent of Schools. 



EDUCATION AND AMERICANIZATION. 


151 


United States Department of Labor, 

Bureau of Naturalization, 

Division of Citizenship Training, 

Washington, October 3. 19J9. 

Mr. W. Hoy Groce, 

City Superintendent of Schools, 

Crystal City, Mo. 

Dear Sir: 1. Your good letter of September 23, 1919, telling of the success¬ 
ful organization of your class in English and citizenship has been received. 
I congratulate you on the splendid beginning you have made and I am con¬ 
fident that, under your personal supervision, the work will continue to progress 
efficiently and effectively throughout the year. I greatly appreciate your 
whole-hearted cooperation in this most patriotic work. 

2. Under separate cover, I am having sent to you a sample certificate of 
graduation, which if framed and exhibited in the classroom will be an added 
stimulus to steady attendance and applied study. The certificates of proficiency 
will be ready for distribution in the near future. Both of these certificates 
are noted on the inclosed memorandum of helps. As soon as you ascertain 
the number you will need for presentation to your students, as well as the 
amount of other material which you may need and which is available for 
free distribution to public-school-conducted classes, please so indicate and 
return the memorandum to this division. 

3. This division will continue sending to you the educational record cards 
bearing the names of candidates for citizenship, and their wives, as they are 
received from the clerk of the court of your district. Cordial letters of in¬ 
vitation will also be sent to these aliens urging their enrollment in your 
class. 

4. I again thank you for your active cooperation and I want you to know 
that all the resources of this division are at your disposal. Please feel free 
to call upon this division for any additional aid or information which you 
may need. 

Cordially, yours, Raymond F. Crist, 

Director of Citizenship. 


United States Department of Labor, 

Naturalization Service, 
Kansas City, Mo., October 6, 1919. 

Chief Naturalization Examiner, 

St. Louis, Mo.: 

• 

1. I to-day talked with Prof. Markley, assistant superintendent of schools at 
Kansas City, Mo., and supervisor of the night schools here, regarding the situ¬ 
ation with respect to the Americanization classes to be conducted at Kansas 
City, Mo. He informs me that he started the Americanization classes on Sep¬ 
tember 22. His attendance is gradually increasing. He has now classes num¬ 
bering over 60 aliens at the Adams School and more than }00 enrolled at the 
Karnes School. He is attempting to organize classes at the Harrison School, 
but does not yet know if he will meet with success there. 

2. Prof. Markley states that he has personally seen that the bureau posters 
have been placed in the different packing houses in the city. 

C. A. Ramsey, 

United States Naturalization Examiner. 

Respectfully referred to the director of citizenship. 

M. R. Bevington. 


r Portion of report of Examiner C. A. Ramsey, Aug. 25, 1919, referred to in report from 

Kansas City, Kans.] 

4 

5. At Armour’s packing plant I succeeded in enlisting the cooperation of Mr. 
F. L. Outman, superintendent of employment, who is, I believe, more familiar 
with the conditions of alien employees than any other man connected with 
the plant. He believes in education for foreign employees, not only as being 
beneficial for the foreigners but also for their employers. He states that a for¬ 
eigner who is able to read is generally a more efficient employee than one who 
can not read. However, he believes that aliens as a class are careless or heed¬ 
less of many improvements which they might bring about in their conditions. 




152 


EDUCATION AND AMERICANIZATION. 


He believes the foreign packing-house employees at Kansas City are far from 
being in a good environment for Americanization. Some of the conditions 
which hamper their improvement, as he points out, are their clannishness, 
their suspicion of Americans, their tendencies to collect and live in racial 
groups, and what he regards as a deep-seated but often well hidden disregard 
of Americans and things American. His opinion is that foreigners of all 
classes, from habit and training, are more given to duplicity than Americans; 
that they are better students of human nature than Americans, more shrewd 
bargainers, and are capable of simulating loyalty for the United States as a 
matter of policy. 

6. Mr. Outman will see that bureau posters which are sent him are properly 
posted about the plant; and the bureau is requested to send him 10 posters. 
I am sending, inclosed, a number of posters or handbills printed by Mr. 
Markley, advertising the date and places where night classes will be held. I 
would suggest that one of these posters be pasted on each of the Government 
posters at the office before being mailed to Mr. Outman. In this way the com¬ 
bined posters would not only tend to stimulate the interest of aliens but would 
enable them to have definite information of when and where to go to secure the 
benefits of the classes as advertised. 

7. At Cudahy’s packing plant I secured the aid of Mr. E. R. Hedin, employ¬ 
ment manager. He estimated that about 20 per cent of the employees of that 
plant are aliens, most of them being Russians, Poles, and Slavs. He has a 
few Mexicans employed at the plant. He will aid in any way he is able to 
let his foreign employees know about the benefits to be derived from attending 
night classes. Please send him eight bureau posters, which he has agreed to 
put up at suitable places about the plant. 

8. At Swift’s packing plant Mr. Harvey Morgan promised to see that bureau 
posters are exhibited about the plant. He believes that about 25 per cent of his 
employees are not citizens of the United States; of this number he states that 
in his opinion 50 per cent are Mexicans. Mr. Markley’s city posters should 
also be placed on bureau posters sent to the Swift and Cudahy plants. 


MONTANA. 

The Board of Education, 

Butte, Mont., February 9, 1918. 

Richard Iv. Campbell, 

Commissioner of Naturalization, Department of Labor, 

Washington, D. C. 

Dear Sir: I have your letter of inquiry of January 19, with reference to the 
establishment of a night class for adult aliens in connection with the public 
schools of the city of Butte. 

In reply will say that the matter has been repeatedly taken up with the 
board of trustees, who personally were willing that we should organize night 
schools under the direction of the public schools, but our county attorney 
rendered an opinion that we could not legally use public funds for that purpose. 
The board of education then held an open meeting to which citizens of Butte 
were invited to express their views in the matter, when representative com¬ 
mittees from the various commercial and business organizations of the city 
appeared before the board of trustees and expressed themselves as unalterably 
opposed to opening schools for adult foreigners, as a result of which no action 
was taken. 

Yours, very truly, 

W. E. Maddock. 


Chief Examiner, Seattle: 


United States Department of Labor, 

Bureau of Naturalization, 
Washington, January 21, 1919. 


1. The bureau is bringing to your attention the inclosed clipping, taken from 
the Christian Science Monitor of January 15, 1919. The bureau does not know 
from what source this write-up emanated, but the Americanization work at 
Butte has evidently been revived after a considerable period of inactivity. 

2. During the latter part of 1917 the W. C. T. U., through its president, Mrs. 
C. J. Nepper, started a most enthusiastic campaign to promote the work, but 
became discouraged because of the opinion of the county attorney that persons 




EDUCATION AND AMERICANIZATION. 


153 

i 

past 21 years of age could not take advantage of the public schools in Montana. 
This same condition prevailed as late as February, 1918, and no action has since 
been taken by the local school board. 

3. Mr. C. W. Goodale, chairman of the Anaconda Copper Mining Co., bureau 
of safety, in May, 1918, evinced an interest in educational work as it applied 
to the alien employees of his company, and was furnished by the bureau with 
two copies of the Outline Course in Citizenship. 

4. On December 7, 1918, the bureau sent to the superintendent of schools 
at Butte one copy each of the student’s textbook and teacher’s manual, but 
no further correspondence has been had. 

5. The bureau requests that this situation at Butte be given immediate atten¬ 
tion, and that all encouragement and assistance possible be given the local 
school authorities. Please report to the bureau promptly the result of the 
examiner's visit to Butte. 

Richd. K. Campbell. 


Department of Labor, 

Naturalization Service, Office of Chief Examiner, 

Seattle, Wash., April 5, 1919. 

Chief Examiner, Seattle: 

Beg to advise that while in Butte, Mont., on March 27, I called upon Mr. W. E. 
Maddock, city superintendent of schools, in regard to the Americanization school 
now being conducted in Butte under his supervision. This school was opened 
on January 27, 1919, and since that time between three and four hundred men 
and women have enrolled, the average daily attendance being about 200. 
Twenty-eight nationalities are represented, ranging in ages from 18 to 50 years. 
The Student’s Textbook and the Teacher’s Manual prepared by the Bureau of 
Naturalization, are in use, supplemented by Reinsch’s Civil Government, with 
Montana supplement. 

Classes are conducted on Mondays, Wednesdays, and Thursdays from 10 to 
12 a. m.; on Mondays, Tuesdays, Wednesdays, Thursdays, and Fridays from 

1.30 to 3.30 p. m., and on Mondays, Wednesdays, and Thursdays from 7.30 to 

9.30 p. m. This schedule is arranged for the convenience of miners who work 
on different shifts during the day. The citizenship class proper meets on Mon¬ 
days, Wednesdays, and Thursdays between 7.30 and 9.30 p. m., and the average 
attendance thus far is about 18, most of them being foreign-language speaking 
persons. 

I addressed the school on the evening of the 27th and also visited the various 
class rooms where the classes were in session and noted the character of the 
work being done. The instructors as well as the students seemed to appreciate 
my visit. In order to give this school more publicity, I got in touch with re¬ 
porters from the Butte Post, the Butte Miner, and the Anaconda Standard and 
as a result of these interviews the papers devoted about one column to the activ¬ 
ities of school in cooperation with the Bureau of Naturalization. 

The last session of the Montana Legislature made provision for evening 
schools for adults and no question can now be raised as to the operation of the 
schools under the sanction of express authority. 

At present Mr. Maddock is under the impression that the school may be main¬ 
tained during the entire year and it will be so maintained if the attendance 
warrants such action. 

I was informed that 13 schools are maintained in Silver Bow County 
outside of the city of Butte, but the county superintendent’s office was closed 
and I had no opportunity to look into the matter of the education of the 
foreigner through these county schools. 

George W. Tyler. 


Department of Labor, 

Naturalization Service, Office of Chief Examiner, 

Seattle, Wash., April 22, 1919. 


Chief Examiner, Seattle: 

Complying with request to you from bureau indorsed at foot of copy of a 
letter from the bureau to the director of the extension division, University of 
Montana, under date of February 14, 1919, bureau tile No. 27682/25, to the 
effect that a representative of this office call on addressee and secure support 
of the bureau’s program, I, at your request, visited the State University at 




154 


EDUCATION AND AMERICANIZATION. 


Missoula, Mont., on March 28, 1919, and took up the subject matter of the 
bureau’s communication. 

I first conferred with the president of the university, President E. O. Sisson, 
formerly of the University of Washington, at Seattle, a man widely known in 
the Northwest and a personal acquaintance of mine. President Sisson takes- 
a lively interest in Americanism and the work of the Bureau of Naturaliza¬ 
tion, which I took pains to explain to him in detail. So far as the University 
of Montana is concerned, he is anxious that the university cooperate with the 
efforts of the Bureau of Naturalization along Americanization lines to the 
fullest extent possible. He stated, however, that the State University has no 
extension division, though he has always, since becoming its president, striven 
for the establishment of such a division under the name of “ public-service 
division.” He says their extension work lias been extremely limited up to 
the present time because of lack of a regularly organized department for that 
work. He says that he has submitted a proposal for the establishment of a 
public-service division to the State board of education, which he presumed 
would be acted upon on about April 7. He asked me to have a letter sent him 
from yourself which he could refer to the State board of education setting 
forth the advantages we think would accrue to the Americanization work from 
the establishment of such a division. Accordingly, on April 5 you sent him a 
letter setting forth the advantages as we conceive them. To this letter Dr. 
Sisson replied, saying he had forwarded it to the State board. 

After my conference with President Sisson I met and talked matters over 
with Arthur L. Stone, dean of journalism at the State University. He is in 
direct charge of whatever extension work the university is doing. He is en¬ 
thusiastically in sympathy with the aims of the Bureau of Naturalization along 
Americanization lines. Dean Stone seems to be in charge of the program for 
the summer conferences to be held at the State University between .Tune 2R 
and September 5, 1919, and desires to put on a conference or institute for 
teacher training in Americanization, and desires a representative of this office 
to assist. I did not commit this office to render such assistance, but referred 
Dean Stone to the chief examiner. 

Paul B. Phillips, 

United States Naturalization Examiner. 


[Letter from President C. II. Clapp, of the State School of Mines, of Butte. Mont., to 
chief naturalization examiner, Seattle, July 2, 1919.] 

Dear Mr. Smith : In answer to your letter of .Tune 27, the State board of 
examiners has set aside $10,000 a year for the next two years for the State 
board of mines and metallurgy. You may be sure that we will be very glad 
to cooperate in any way we can with the Bureau of Naturalization to adver¬ 
tise and assist in the work of Americanization. As yet, however, we are just 
laying our plans and if you have any suggestions to make we will be very glad 
to receive them. 

I trust that in the fall, with the reopening of school, we can play a part in 
the instruction of mine and smelter workers, in which Americanization and 
naturalization should play a large part. As you are probably aware, the prob¬ 
lem is one of considerable complexity, owing to the suspicion which the miners 
have of the propaganda of the campaign, but I am certain that this suspicion 
can be overcome and that greater education of miners and smelter workers 
can be brought about. 

As you are probably aware, there has been organized in Butte a branch of 
the woman’s auxiliary of the American Institute of Mining Engineers, who are 
trying to get in touch with the women of the miners’ families, and Mrs. Clapp 
has been appointed chairman of this branch. She and T hope to work together 
in bringing about the desired end. 

With the very best wishes, 

Yours, sincerely, C. H. Clapp. 


Naturalization Service, 
Seattle, Wash., September 25, 1919. 

Director of Citizenship, 

Bureau of Naturalization , Washington. 

1. I inclose herewith copy of a letter to me from Judge Dousman. of Baker, 
Mont., in re Americanization work in Prairie County, Mont, (of which Terry is 




EDUCATION AND AMERICANIZATION. 


155 


the county seat), and a copy of his letter to the county superintendent of 
schools at Terry, Mont., and my letter to Judge Dousman and my letter to the 
county superintendent, Mrs. Lowall, at Terry, for the bureau’s information. 
Judge Dousman has made some suggestions which I hope can be carried out in 
that county—his suggestions are novel so far as these four States are concerned. 

Jno. Speed Smith. 


, Baker, Mont., September IS, 1910. 

Mr. John Speed Smith, 

Chief Naturalization Examiner, Seattle, Wash. 


Dear Sir : I recently returned to Baker after several very pleasant days 
which I spent with Mr. Thomas in naturalization work in this district. 

We found the situation in very bad shape in Prairie County, Mont. A num¬ 
ber of old German-Russians absolutely without any knowledge of the Constitu¬ 
tion or of the English language appeared for examination and desired their 
second papers. Under the circumstances I refused them papers. Would state 
that the people of this county are in an extremely hard condition financially, 
and unless we can do something for them, it means a general exodus out of 
that county. I, therefore, took up the matter at length with Mrs. Lowall, the 
county superintendent of that county. I am inclosing herewith a copy of the 
letter I have sent to her. She tells me that as yet she has been unable to 
secure any of the books similar to the one which you gave me when I was 
in Seattle. Would it be possible for you to make some special effort in this 
connection and see that she is supplied with such books as are needed for the 
educational work in that county? If convenient, I would like to have you write 
in this connection to Mrs. Annie E. Lowall, county superintendent, Prairie 
County, Terry, Mont. 

Would ask you also to advise Mr. Thomas that, in relation to the petition of 
John Nanjocks (No. 200), Fallon County, Mont., I have changed my order deny¬ 
ing his petition and have continued the same. 

Yours, sincerely, 


C. J. L>ousman, District Judge. 


Baker, Mont., September 18, 1919. 

Mrs. Annie E. Lowall, 

County Superintendent Prairie County, Terry, Mont. 

My Dear Madam : I expected to see you again before leaving Terry, but as 
we were busy until late that afternoon and you were then engaged I did not 
stop to discuss more fully with you the situation in regard to naturalization. 

Mr. Thomas has advised me that the situation in Prairie County in relation 
to naturalizations is the worst that he encounters anywhere in his territory, 
which includes some three or four States. 

It would seem that it is absolutely essential that a school of Americanization 
be held in the districts where the German-Russians predominate. The last 
session of the legislature provided for schools of Americanization, and one 
school in joint districts. The naturalization laws require that the applicant 
shall understand the English language and be attached to the principles of the 
Constitution of the United States, and this law I intend to enforce. These peo¬ 
ple might just as well realize that they are not going to be admitted to citizen¬ 
ship in order to enable them to get their land or relieve their financial necessi¬ 
ties. I think we will find that when they absolutely understand what they 
must do they will be very ready and eager to comply with any requirements 
that are made. At least one of the applicants assured me that he was willing 
to attend school every night for six weeks. 

It seems to me that the real solution of that matter would be the employment 
by one or more districts of a male instructor, who might be provided with a 
means of conveyance and hold school at stated intervals in a number of locali¬ 
ties in the district; that not only the applicants for citizenship should be en¬ 
couraged to attend these schools of Americanization, but also those who have 
already secured their citizenship papers ; that perhaps the county commissioners 
of the county should authorize the issuance of diplomas to those who had com¬ 
pleted a course in Americanization, and that, if possible, there might be awak¬ 
ened in these people some pride in their accomplishment along this line. 




156 


EDUCATION AND AMERICANIZATION. 




I discussed this matter at some length with Mr. Brubaker, of Terry, and I 
am sending him a copy of this letter. 

I think the matter should be taken up by the county commissioners as well as 
the trustees of these districts and a determined effort made to make real Ameri¬ 
cans of those people. 

Sincerely, yours, 


C. J. Dousman, Judge. 


Naturaliz ation Service, 
Seattle, Wash., September 25, 1919. 

Judge C. J. Dousman, Baker, Mont. 

My Dear Judge Dousman : Re Prairie County Americanization. 

1. I have been highly gratified, upon reading your good letter of the 18th 
instant concerning the naturalization work in Prairie County, where a number 
cf old German-Russians, without knowledge of the American language or of the 
Constitution, petitioned for admission to citizenship. I am certain your policy 
of requiring them to know something about the Government before being ad¬ 
mitted to citizenship is correct, and that in a little while it will bear fruit. I 
also sincerely appreciate the letter you sent to Mrs. Lowall, the county superin¬ 
tendent at Terry, and believe that your suggestions to her are not only very 
pertinent, but necessary. In fact, I shall be more than anxious to see your sug¬ 
gestions carried into execution for the good effect it will have not only in 
Prairie County but in the whole State of Montana, and, in fact, throughout the 
whole Northwest. Any aid that any member of this office can give to the plan 
of reaching the aliens in the rural districts by the employment, either through 
the schools or through the county commissioners of a teacher or teachers who 
can hold citizenship classes in the various districts at stated intervals, will be 
given most cordially. The plan ought to succeed with the backing you will give 
it in the matter of admitting aliens to citizenship, and, inasmuch as what you 
suggest has not been worked out heretofore in the Northwest, I shall consider 
whatever you do as an entering wedge for further work of the same kind 
elsewhere. 

2. I am writing Miss Lowall at Terry, as you suggest, and attach a copy of 
my letter to her. I have written to Miss Lowall heretofore and have sent her 
samples of the textbook and manual issued by the bureau. It is possible she 
has not received them. But she has stated to our examiners, when they have 
called on her, that she would be glad to cooperate in the plans of the Bureau of 
Naturalization, and I anticipate that she will be glad to help carry out your 
suggestions. 

3. With best wishes for your continued success, I remain, 

Very truly, yours, 


Jno. Speed Smith, 
Chief Naturalization Examiner. 


Naturalization Service, 
Seattle, Wash., September 25, 1919. 

Mrs. Annie E. Lowall, 

County Superintendent of Schools, Terry, Mont. 

My Dear Mrs. Lowall: 1. Judge Dousman, of Baker, Mont., who recently 
held a naturalization hearing in your city has written me about the naturaliza¬ 
tion work and has sent me a copy of his letter to you of September 18. Judge 
Dousman, I think, has grasped the situation admirably. His point that when 
candidates for citizenship come to understand, as they very soon will, that the 
only condition on which they can be admitted to citizenship (in addition to com¬ 
plying with the technical requirements) is that they must understand the 
American language and understand the fundamental things about our Govern¬ 
ment and Constitution they will be eager to avail themselves of the opportunities 
offered them for citizenship instruction in the public schools has been abun¬ 
dantly proved by experience in other places, and I think you are to be con¬ 
gratulated upon having the influence of Judge Dousman, through his decisions, 
back of you in prosecuting this work. 

2. Judge Dousman’s suggestion that, in one or more districts, a male instructor 
be employed, who might be provided with a conveyance and hold school for 
adults at stated intervals at a number of localities in the district for the benefit 



EDUCATION AND AMERICANIZATION. 


157 


of applicants for citizenship and for the benefit of those who have already 
become citizens blit are lacking in their qualifications, appeals to me as most 
excellent. In fact, if you can accomplish what the judge suggests, I think yours 
will be the first county in the Northwest to do it; and I am hoping you will 
succeed not only for the good it will do in your own county but for its effect in 
the State of Montana, and, in fact, in the other States round about. I hope 
with the aid of such men as Judge Dousman, Mr. Brubaker, and others, and 
with the cooperation of the county commissioners and county and public officials, 
you will be able to put the plan in operation and make a success of it. You may 
be very sure that this office will be glad to do anything in its power to further 
the project. 

3. From what Judge Dousman writes me I take it you do not at present have 
a copy of the Student’s Textbook on Citizenship, issued by the Bureau of Natu¬ 
ralization, and I am therefore sending you a sample of the textbook and of 
the Teacher’s Manual which accompanies the textbook and explains it to trie 
teacher. I think you were acquainted in considerable detail with the plans of 
the Bureau of Naturalization for Americanization work through the public 
schools by my letter of May 21, 1919. 

Very truly, yours, Jno. Speed Smith, 

Chief Naturalization Examiner. 

Local Union No. 703, United Mine Workers of America, Lehigh, Mont., in a 
communication to the Hon. Carl W. Riddick, Representative in Congress, stated 
that the student’s textbook, issued by the Government, was a valuable thing 
for our prospective citizens. 


NEW JERSEY. 

/ 

A mass meeting was held at Passaic, N. J., for the purpose of assisting the 
foreign-born residents to obtain their naturalization papers, and at the conclu¬ 
sion of a speech by an examiner of this service, the inquiry as to how many de¬ 
sired to take out their first naturalization papers was made. In response ap¬ 
proximately 1,000 hands were raised, and the work of filling out the preliminary 
naturalization forms was begun immediately. A corps of typists, who were stu¬ 
dents at the Drake Business College, typed the necessary information on the 
forms on machines furnished by the business college for that purpose. Approxi¬ 
mately 350 facts forms were filled out that evening. 

The Americanization director of the Y. M. C. A., who actively assisted in the 
meeting, proposed the opening of classes in harmony with the superintendent of 
schools in any part of the city where the foreigners would congregate. 

After the facts forms were checked by an examiner, they were forwarded to 
the superintendent of schools and the students in the Commercial High School 
made out the duplicate and triplicate declaration forms. Arrangements were 
made whereby the applicants were to be taken to the county seat in groups of 
25 to swear to the declarations, the Americanization director of the Y. M. C. A. 
taking full charge of this feature, as well as the work incident to writing the 
data in the bound volumes in the office of the clerk of court, the clerical force 
of the latter being inadequate to take care of such a large increase in the work. 

The utmost interest is being manifested in Passaic in the naturalization and 
Americanization of the foreign-born residents, and the public-school authorities,, 
prominent business men, the Y. M. C. A., and others are working in close co¬ 
operation with each other and the Director of Citizenship Training. 

The report from the chief naturalization examiner, Philadelphia, under date 
of July 24, 1919, with reference to the matter of providing facilities for the 
education of the foreign born shows that the Passaic (N. J.) Board of Trade 
has appropriated $5,000 for the carrying on of the work of assisting the aliens 
in filing naturalization papers and in getting them into the public schools under 
Dr. Fred Shepherd, superintendent of public schools. 

The Diehl Manufacturing Co., Elizabeth, N. J., in response to a letter from 
this division, requested advice relative to the location of the various citizenship 
classes in Elizabeth, together with the hours of instructions, in order that it 
could post the schedule at the plant. They stated that they would make a 
canvass of the shop and could accomplish considerable by directing the em¬ 
ployees to the place of instruction nearest their homes. 



158 


EDUCATION AND AMERICANIZATION. 


United States Department of Labor, 

Bureau of Naturalization, 

Division of Citizenship Training, 

Washington , July 21, 1919. 

Mr. Paul R. Radcliffe, 

Superintendent of Schools, Red Bank, N. J. 

Dear Sir: 

* * # * * * * 


6. It is noted in your communication received May 21 tliat there may be 
more of a demand for citizenship classes in the fall, due to the resuming of 
full-time work of the Eisner Uniform Factory, and it is hoped that you 
will be able to organize classes at that time, even if there are only one or two 
to take advantage of them. 

7. Every help which the Federal Government, through the Division of Citi¬ 
zenship Education, offers to cooperating public schools is at your disposal. 
Please do not hesitate to call upon the division if you desire any further 
information, suggestions, or assistance in getting started in this work. 

Very truly, yours, 


Raymond F. Crist, 

Director of Citizenship. 


Red Bank, 


Mr. Raymond F. Crist, 

Bureau of Naturalization, Washington, D. C. 


N. J., October 8, 1919. 


Dear Sir: I have been in conference with Mr. Raymond Eisner, of the Sig¬ 
mund Eisner Uniform Co., concerning citizenship classes for their employees. 

The head of their service department, Miss Gibbs, feels that the school should 
be opened this year in a building belonging to the factory. The Eisner people 
have agreed to do everything possible in promoting this plan. The public- 
school system will furnish the teachers and supplies as may be necessary. 

Miss Gibbs is making a survey at the present time to determine the number 
of students and their classification. There are not many outside of this factory 
who will want to enter citizenship classes, but all comers will be welcomed. 

Will you please send to Miss Gibbs, care of Sigmund Eisner Co., Red Bank, 
N. J., 12 posters. I will ask you for the textbooks later. 

Cordially, yours, 


Paul R. Radcliffe, 

Superintendent. 


United States Department of Labor, 

Bureau of Naturalization, 

Division of Citizenship Training, 

Washington, August 18, 1919. 

Miss Elsie Schuff, 

Americanization Teacher, Irvington, N. J. 

Dear Madam : 1. The Division of Citizenship Training is in receipt of a 
report from its representative at Philadelphia in which he tells of the splendid 
Americanization work you are doing at Irvington. He states that your 
students examined by him, without an exception, successfully passed their 
examinations. The division wishes to congratulate you upon the excellent 
results obtained and to wish you continued success during the coming year. 

2. The Student’s Textbook is now being revised by a committee of public- 
school instructors and when ready for distribution will be very complete. If 
you require additional books for the opening of your classes this fall, any 
desired number of the first edition will be sent, as these are being used until 
such time as the others are available, at which time you will be supplied. 

3. Since the adoption of the certificate of graduation, which is for presentation 
to petitioners for naturalization only, a new certificate has been prepared for 
the foreigner who is not a petitioner. This is called a certificate of proficiency, 
and may be given to declarants who are sufficiently advanced in the course to 
warrant their receiving it. 

4. Please be assured that it is the desire of this division to be of all possible 
assistance to you in your Americanization work, and it is trusted that you 
will not hesitate to call upon it at any time. 

Cordially, yours, Raymond F. Crist, 

Director of Citizenship. 




EDUCATION AND AMERICANIZATION. 


159 


Clinton Avenue Evening School, 
Irvington, N. J., September 15, 1919. 

Raymond F. Crist, 

Director of Citizenship, Washington, D. C. 


Dear Sir: It was not possible for me to answer your kind favor of August 
18 until our board of education had decided upon the evening school work for 
1919-20. A favorable decision was made by the board at their last meeting, 
and I am now in a position to till out the blank you inclosed; but few of the 
articles will be needed for a time, as your representative in Philadelphia has 
supplied our other needs. 

4 I thank you for the kind remarks about the work done in our Americaniza¬ 
tion class last year. It is my earnest desire to enlarge and improve the work 
as far as possible. I am hoping to induce our public-spirited citizens to assist 
our work in various ways in order to interest all of our foreign friends instead 
•of the small number reached thus far. I may ask for your assistance, so 
kindly offered, later on after the class has been opened. 

Thanking you for your kind interest, I am, 

Respectfully, yours, (Miss) Elsie Schuff. 


United States Department of Labor, 

Bureau of Naturalization, 

Division of Citizenship Training, 

Washington, September 80, 1919. 

Hiss Elsie Schuff, 

Americanization Teacher, 

Clinton Avenue Evening School, Irvington, N. J. 

Dear Madam : 1. The receipt is acknowledged of your request of September 
15, 1919, for supplies to be used in connection with the work of your citizenship 
•class which you anticipate opening this fall, and I am pleased to have forwarded 
•to you, under separate cover, the material which you desire. 

2. The certificates of graduation for presentation to the students have not 
been included in the supplies sent. This is due to the fact that the distribution 
of these certificates has been placed in the hands of the chief naturalization 
•examiners in order that they may make appropriate arrangements in connection 
Avith the issuance of them. 

3. The bureau’s field representative covering your district has been directed, 
therefore, to take care of your request for 10 certificates of graduation for pre¬ 
sentation to students. 

4. lain glad to know that your board of education has favorably decided upon 
-the reopening of night schools in your city this fiscal year, and I wish you great 
success in all your Americanization activities. I shall be pleased to hear of the 
progress of your work from time to time. 

Cordially, yours, 


Raymond F. Crist, 

Director of Citizenship. 


NEW YORK. 

The following are excerpts taken from letters of Miss Frances S. Hickox, 
director of extension work, Niagara Falls, N. Y.: 

November 22, 1918. 

We have a class and could make excellent use of the books. We appreciate 
your continued interest in our Americanization "work. 

October 4,1918. 


We would appreciate much any information or suggestions. 


E. A. Laboratories (Inc.), 54 Broadway, Brooklyn, N. Y., advises that they 
fire giving personal attention to those employees who have applied for citizenship 
papers as the result of the canvass instigated at the request of this division, and 
•they desire to cooperate in the division’s activities. 


The Pierce-Arrow Motor Car Co., at Buffalo, N. l r ., entered upon a campaign 
looking to the Americanization and naturalization of its foreign-born employees. 


150116—19-17 







160 


EDUCATION AND AMERICANIZATION. 


The concern employs 6,800 workers. On April 18, 1919, approximately 350 em¬ 
ployees had been brought to the office of the naturalization examiner and de¬ 
clared their intention to become citizens. The concern also contemplated the 
establishment of factory classes. 

The public schools of Buffalo and the Y. M. C. A. are cooperating actively in 
the work and the utmost harmony exists. 


Acme Die-Casting Corporation, 
Brooklyn, N. Y., October 17, 1919. 


Bureau of Naturalization, 

United States Department of Labor, Washington, D. O. 

Gentlemen : Your recent communication has impelled me to pass the following 
notices throughout our plant: 

“ We have been favored with a communication from the United States Depart¬ 
ment of Labor with the purport to insure to our foreign-born employees friendly 
counsel and accurate advice upon the subject of American citizenship and to co¬ 
operate with them in eliminating many un-American and undesirable practices 
resorted to by unscrupulous persons, such as exacting fees of aliens who seek 
naturalization and who require slight aid in filing their papers. 

“ If there are any of our employees who seek advice on this subject we shall 
be pleased to place them in touch with the proper authorities.” 

If this brings any response from our employees we shall ask you to send us 
some record cards. 

Very truly, yours, 

Acme Die-Casting Corporation, 

E. L. Ashbaugh, General Manager. 


Mr. Richard K. Campbell, 

Washington, D. C. 


Board of Education, 
Kingston, N. Y., October 7, 1919. 


Dear Sir: We are about to organize a night school in this city, commencing 
October 14, for three nights a week—Mondays, Tuesdays, and Wednesdays. I 
am anxious to afford opportunity to all aliens who desire to become naturalized 
citizens to use the night school in preparation for citizenship. Any suggestions 
or aids you have to offer in securing the attendance of those who have declared 
their intention will be gratefully received. As the school is soon to open, you 
will realize the importance of promptness in this matter. 

Very truly, yours, 

M. J. Michael. 


Bureau of Naturalization, 

Washington, D. G. 


State Norman School, 
Geneseo, N. Y., October 15, 1919. 


Dear Sirs : We are opening here in Geneseo a night school for foreigners 
under the new Americanization law. Local factories and industries are begin¬ 
ning to send their employees, and the scheme promises to be a great success. 
By cooperating with the normal school we secure student teachers of unusuai 
ability, who will not only be of great assistance to us in our immediate need 
but who will supposedly go into the teaching field with some special training 
for the education and Americanization of the foreigner. 

I have just seen two of the publications issued by your bureau, the textbook 
and the teachers’ manual, and am convinced that they are just what we need 
for use in our school. As far as I can see, it would be legitimate for our men 
students to ask for them. If there is any expense connected, either with the 
students’ manual or the teachers’ manual for as many teachers as we use, I 
should be glad to forward a money order covering it. We can use immediately 
20 students’ textbooks and 10 teachers’ manuals. 

Yours, very truly, 


Robt. A. Greene. 





( 


EDUCATION AND AMERICANIZATION. 


161 


NEVADA. 

[Nevada public-school legislation.] 

Article 4. Establishment of evening schools (chap. 191, Stats., 1917) : 

1. Evening schools authorized. 

2. Board of trustees to employ teachers. 

3. Number of teachers limited—Compensation. 

4. Appropriation, $1,000. 

5. Indebtedness, how paid, 

Section 1. Evening schools authorized. —The State superintendent of public 
instruction shall authorize any local board of school trustees to establish 
evening schools in any school district whenever 15 or more bona fide applicants 
residing therein shall petition him in writing for same. Such schools shall be 
open to native and foreign-born youths and adults, and the courses of instruction 
therein given shall be approved by the State board of education. 

Sec. 2. Board of trustees to employ teachers. —The board of trustees in any 
district in which such evening school is held shall employ the necessary teachers 
therefor; and said board shall also provide suitable rooms with adequate light¬ 
ing and heating. Teachers employed in such evening schools must hold legal 
certificates for corresponding work in the public day schools, or special evening- 
school certificates, which are hereby authorized, from the State board of 
education. 

Sec. 3. Number of teachers limited — Compensation. —No more than one teacher 
shall be employed for each 15 persons enrolled in any such evening school. At 
the end of each school month the board of trustees having charge thereof shall 
certify the month’s enrollment and average nightly attendance to the State 
superintendent of public instruction. The State of Nevada shall pay said 
teachers at the rate of not more than $1 per hour of actual teaching in said 
evening schools, or not more than $40 per month: Provided, That when the 
average monthly attendance falls below 10 students per teacher, a sufficient 
number of teachers must be retired to maintain such an average. 

Sec. 4. Appropriation, $1,000. —The sum of $1,000 is hereby appropriated from 
the State school fund to carry out the provisions of this act, and claims against 
said appropriation shall be paid as other claims against the State are paid, upon 
certificate by the State superintendent of public instruction. 

Sec. 5. Indebtedness, how paid. —On written orders of a board of school trus¬ 
tees having established an evening school, the county auditor shall issue war¬ 
rants upon the county treasurer for the payment of just claims for equipment 
and maintenance, and for additional salary of teachers in amounts not to 
exceed those paid such teachers by the State, all of which claims are hereby 
made just and legal against the general fund of the county, and the county 
treasurer is hereby authorized and directed to pay the same. 


NEW HAMPSHIRE. 




United States Department of Labor, 

Bureau of Naturalization, 

Division of Citizenship Training, 

Washington, August 26, 1919. 

Hon. John II. Bartlett, 

Governor of the State of New Hampshire, Concord, N. H. 

My Dear Governor: 1. Under the authority of Congress of May 9, 1918, the 
Government is publishing and distributing free a textbook to the candidates for 
citizenship attending the public schools throughout the United States. This text¬ 
book is to enable the coming American to learn of the Federal Government and 
its activities, in addition to being the basis for teaching illiterates to read, speak, 
and write in our tongue. 

2. This is brought to your attention with the suggestion that appropriate steps 
be taken to the end that in your State a publication may be issued which will 
give the frame of government of the State, its counties, and municipalities, to¬ 
gether with such other information regarding your State as will inspire a high 
regard for it. It is desired that this be prepared for the use of those who attend 
the public schools and who are pursuing instruction and training in citizenship 
responsibilities. In some States such a book is being prepared by the State to 
supplement the Federal textbook. 



162 


EDUCATION AND AMERICANIZATION. 


3. In your State there are 35 communities representing almost 200 classes 
where native and foreign-born adults are together learning our language and of 
our Government. The expansion of the efficiency of these classes means the 
eradication of the illiteracy of the Nation. 

4. I am inclosing a copy of the Federal textbook and its accompanying manual, 
which are being distributed by the Federal Government through the Division of 
Citizenship Training, and am urging executive action by you upon this matter. 

Very truly, yours, 


Raymond F. Crist, 

Director of Citizenship. 


Executive Department, 
Portsmouth, N. II., September 3, 1919. 


Mr. Raymond F. Crist, 

Deputy Commissioner of Naturalization, Washington, D. C. 

Dear Mr. Crist : Your letter and textbook for candidates for citizenship re¬ 
ceived, and 1 shall be very glad to give it the study it deserves. 

You may know that New Hampshire has taken advance ground in the Ameri¬ 
canization movement, and that our new educational law, which became operative 
September 1, has very broad provisions for the education of foreign born, both 
juveniles and adults. 

If you have not already done so, it might be advisable for you to send copies 
of the teachers’ manual prepared by you, and any other publication bearing on 
the subject to our State board of education. 

Please accept my thanks for your thoughtfulness in sending me the manual. 

Very truly, yours, 


John H. Bartlett, Governor. 


United States Department of Labor, 

Bureau of Naturalization, 

Division of Citizenship Training, 

Washington, October 1, 1919. 

Commissioner of Education, 

State Board of Education, Portsmouth, N. II. 

Dear Sir: 1. At the suggestion of Gov. Bartlett, there is being sent to you a 
copy of the Federal textbook which is distributed free to candidates for citizen¬ 
ship through the Division of Citizenship Training, a$d also a copy of the 
teacher’s manual. 

2. This division has suggested to Gov. Bartlett the advisability of a publica¬ 
tion giving the frame of government of the State, its counties and municipali¬ 
ties, together with such other information regarding your State as will inspire 
a high regard for it. This is designed to be used in conjunction with the Fed¬ 
eral textbook in the Americanization classes. Your State has made such com¬ 
prehensive plans for the education of its foreign born, a publication of the sort 
should have an immense value. 

3. The favor of a reply indicating the attitude of the State board of education 
would be appreciated. 

Cordially, yours, Raymond F. Crist, 

Director of Citizenship. 


[New Hampshire public-school legislation.] 

New Hampshire approved a law March 28, 1919, providing for evening or 
special day schools for persons between 16 and 21 years who can not read and 
speak English understandingly, and schools for the instruction of persons above 
the age of 21 years who can not read and speak the English language under¬ 
standingly. These are to be maintained for such time in each year and under 
such conditions as the State board may prescribe, and the attendance of persons 
between 16 and 21 years of age is compulsory. 

This law is very comprehensive and provides for the maintenance of an even¬ 
ing school by any school district as a part of its public-school system. 

The establishment of these schools is mandatory in every school district in 
which reside 15 or more persons between the ages of 16 and 21, or 20 or more 
persons above the age of 21, who can not read and speak the English language 
understand] ne - ! v 





EDUCATION AND AMERICANIZATION. 


163 


The supervision of the public schools is vested in a board of five members, in 
addition to the governor as member ex officio, and designated as the State board 
of education. The board has authority to make such rules and regulations as 
may seem desirable to secure the efficient administration of the public school 
and the administration of the work of Americanization in teaching English to 
non-English-speaking adults and in furnishing instruction in the privileges, 
duties, and responsibilities of citizenship, which is declared to be an essential 
part of public-school education. 

This board also has authority to make the regulations necessary to enable the 
State to comply with the provisions of any law of the United States intended to 
promote vocational or other education to abolish illiteracy and Americanize 
immigrants, and the board is authorized to cooperate with the United States in 
educational work. 

The State board, upon nomination of the commissioner, appoints four deputy 
commissioners of education, one of whom possesses the qualifications necessary 
to enable him or her to assist school boards and superintendents in abolishing 
illiteracy and in the promotion of Americanization of immigrants. 

The funds appropriated were to be used in part as follows: 

For the abolition of illiteracy and for the instruction of illiterates over 16 
years of age in the common-school branches and in the privileges, duties, and 
responsibilities of citizenship. 

For the Americanization of immigrants, for the teaching of those 16 years of 
age and over to speak and read English and to appreciate and respect the civic 
and social institutions of the United States, and for instruction in the duties of 
citizenship. 

It is also provided that any part of the appropriation for the year ending 
August 31, 1920, which may be unexpended during that year shall be available 
for use during the following year for the purpose of the act. 

It further made available money appropriated for the years ending August 
31, 1920, and August 31, 1921, for school purposes by acts of the same session 
of the legislature. 

In the statement of the committee on education, forming a part of its report 
on the bill before it became a law, it was estimated that $25,152 should be 
devoted to Americanization and illiteracy. It was further stated that the cost 
of Americanization appears to be generally recognized as worth while. 


NORTH DAKOTA. 

Office of Superintendent "of Schools, 

Cavalier, N. Dak., July 3, 1919. 

Commissioner of Naturalization, 

Washington, D. C. 

Dear Sir : We expect to have at least 15 night schools in the county next fall, 
each averaging about a dozen pupils. 

Could you furnish us with a quantity of Federal textbooks and teachers’ 
manuals for their use? 

Sincerely, Charlotte A. .Tones, Superintendent. 


U. S. Department of Labor, 

Bureau of Naturalization, 

Division of Citizenship Training, 

Washington, September 23, 1919. 

Miss Charlotte A. Jones, 

County Superintendent of Schools, 

Cavalier, Pembina County, N. Dak. 

Dear Madaai : 1. Your letter of July 3, 1919, indicating your active coopera¬ 
tion in the promotion of citizenship instruction among the foreign born of your 
county, has been received. I regret this unavoidably delayed acknowledgment, 
which is due to the extreme press of correspondence on hand. 

2. It is very gratifying to note that your county is to be so well represented in 
the establishment of new classes in English and citizenship for the adult foreign- 
born residents, and I hope that your anticipated enrollment of at least 12 pupils 
to a class will be realized. 

3. You ask if we are in a position to furnish you with a quantity of the 
Student’s Textbook and Teacher’s Manual for use in your classes. In response 




164 


EDUCATION AND AMERICANIZATION. 


you are advised that all the resources of this division are at your disposal, and I 
wish you to feel free to ask for as large a supply of the books and the other 
material which is enumerated in the inclosed memorandum of helps as you 
can profitably use. 

4. I congratulate you on your anticipation of opening at least 15 night schools. 
In order that this division may render the maximum of assistance, may I ask 
you to send my return mail, if possible, in the inclosed franked envelope, the 
names and addresses of the instructors in charge of these classes? If you pre¬ 
fer, the material for use in the schools will be sent directly to each instructor, 
thus eliminating extra work on your part in transmitting the same. 

5. Awaiting further advice from you as to the names and addresses of your 
teachers and the amount of material needed, and wishing you success in your 
efforts to make Pembina County 100 per cent American, I am, 

Cordially, yours, 


Raymond F. Crist, 

Director of Citizenship . 


[Support of the Division of Citizenship Training in North Dakota.] 

Citizenship classes established: 

1. Forty-seven communities in the State have given assurance of their sup¬ 
port of the work of citizenship training of the foreign born. 

State superintendent of public instruction: 

1. Active cooperation by (a) urging at every educational meeting in the 
State establishment of evening schools; (1) county conventions of school offi¬ 
cers; (2) teachers’ institutes; (3) other meetings. (?>) Issuing letters to 
county superintendents, (c) Arousing State-wide interest in Americanization. 
( d ) Adopting Americanization as slogan. 

University of North Dakota: 

1. Full cooperation promised in the establishment of public-school citizenship 
classes in harmony with the Stnte superintendent of public instruction. 

Legislation: 

1. Act passed by legislature, March 10, 1917, effective July 1, 1917, (a) pro¬ 
vides for evening schools for adult and other persons. (1) Available to all per¬ 
sons over 16 years of age unable to attend day public school; (2) established 
whenever 10 or more adult persons desire instruction; (3) evening schools are a 
part of the public-school system; (4) one-lialf the salary of all evening school¬ 
teachers paid by the State; (5) $7,000 appropriated for carrying out tiie act 

Cooperation of State officials secured: 

1. Governor of State. 

2. State superintendent of public instruction. 


omo. 


Canton, Ohio, January 11, 1918. 

Mr. 11. K. Campbell, 

Commissioner of Naturalization, Department of Labor, Washington, D. C. 

Dear Sir: The chamber of commerce is very deeply interested in Americaniza¬ 
tion of our foreigners. 

Considerable success has come from the combined efforts of the chamber 
and our public schools in that direction. 

However, your letter has given us some thoughts which will speed us to still 
greater activity. 

The chamber has just provided funds for expenses of a representative of the 
Government to go into the homes of our foreign people and teach the house- 
waves American ways. 

We realize that we have a fairly large foreign-born population, with only a 
fair naturalization, but we are doing our very best through these two sources, 
as well as the welfare departments of the large shops, to educate the foreigners 
to American ways. 

In appreciation of this information, we thank you. 

Yours, very truly, 


I 


The Canton Chamber of Commerce. 
L. E. Deuble, Secretary. 




EDUCATION AND AMERICANIZATION. 


165 


OKLAHOMA. 

[Excerpt from letter of the division’s representative, Miss Irene F. Hickey, dated Mar. 
oO, 1919, to chief naturalization examiner, St. Louis.] 

An appropriation has been added to that of the mining extension bureau for 

the purpose of carrying on the classes in English and citizenship for the foreign 
born. 

Excerpt from report of Miss Hickey, dated May 16, 1919, to chief naturaliza¬ 
tion examiner, St. Louis. 

t During the past year the following places cooperated with the Bureau of 
Naturalization, through the mining extension bureau of Oklahoma: Alderson, 
Brewer, Coalgate, Dewar, Gowan, Haileyville, Hartshorn, Krebs, Pittsburg, 
Lehigh, Miami, Ridgeway, and WJlburton. This number will be doubled next 
year if they continue the extension classes. 

Excerpt-from report of Miss Hickey, dated July 31, 1919, to chief naturaliza¬ 
tion examiner, St. Louis. 

I am pleased to tell you that in company with Mr. S. M. Barrett, now 
president of the Claremore Military School, Clarenfore, Okla., and the per¬ 
son who wrote the bill authorizing the appropriation for the mining extension 
bureau, we have found that the classes are to be continued. It was but neces¬ 
sary to impress them with the fact that the law as written specifically states 
that a certain sum be used for this night school work amongst the miners. 

This means that the classes that cooperated with the Bureau of Naturaliza¬ 
tion last year, by giving citizenship instruction, will continue to do so. 


Mr. 


United States Department of Labor, 

Naturalization Service, 
Norman, Okla., April 17, 1910. 

M. R. Bevington, 

Chief Naturalization Examiner, St. Louis, Mo. 


My Dear Mr. Bevington : 1. To-day I visited the University of Oklahoma, 
and interested Dr. Warren W. Phelan, director of the school of education, 
in supplying a course in Americanization for the teacher pupils who will be 
called upon to teach the foreigners. 

2. He was greatly pleased with the suggestion, which I told you of last 
week, and this afternoon will assign the instructor. He may choose the teacher 
of Government, but may choose to do it himself, for he feels there would 
be no greater work that he would wish to do. At present he has the chair 
of psychology and education, and is eminently litted for the teaching of 
Americanization. 

3. In order that these teacher pupils can be instructed in the use of the Gov¬ 
ernment textbooks a supply of these should be given the schools supplying 
such instruction. 

4. I am happy that I thought of asking the schools to instruct their teachers, 
because it has met with the approval of all the educators I have thus far seen. 
It can not help but be a helpful thing. 

• 5. The Easter holidays are on, and therefore visits to schools must wait 
until Monday. In the meantime I can attend to other work. 

Most sincerely, 


Irene F. Hickey, Educational Assistant. 


St. Louis, Mo., April 23, 1919. 

Respectfully referred to the Commissioner of Naturalization, especial at¬ 
tention being invited to paragraphs 1 to 3, inclusive. It is urged that the 
bureau get in touch with Dr. Phelan at once. It is further asked that text¬ 
books be furnished from Washington, as our stock here is all but exhausted. 

M. R. Bevington. 


United States Department of Labor, 

Naturalization Service, 
Oklahoma, Okla., April 19, 1919. 

Mr. M. R. Bevington, 

Chief Naturalization Examiner, St. Louis, Mo. 

My Deap. Mr. Bevington: 1. To-day, in cooperation with Mrs. Mabel Bate 
Williams, assistant editor of the Farmer Stockman, I finished outlining the 




166 


EDUCATION AND AMERICANIZATION. 


work of Americanization we are to have clone by the women of the rural 
districts. 

2. We worked out a plan by which the granges, farm women’s clubs, farmers’ 
unions, and community clubs will be interested in Americanizing the foreign 
born and those Americans in need of citizenship instruction. 

3. We prepared a program on Americanization for their yearbook. I am 
to write or have written articles for the farm journals that reach out over 
the State. Through this means instruction can be gotten to the rural districts 1 
where so many of our foreign born are to be found. 

4. It will be of help to the community workers whom I am to instruct 
at the A. & M. College if this work of arousing the interest of the women 
in these rural communities has been done by us, because they will meet with 
a finer cooperation when they start their work of Americanization. 

Most sincerely, 

Irene F. Hickey, Educational Assistant. 


St. Louis, Mo., April 23, 1919. 
Respectfully referred to the Commissioner of Naturalization. 

M. R. Bevington. 


Pauls Valley, Okla., April 26, 1919 , 


Mr. M. R. Bevington, 

Chief Naturalization Examiner, 

St. Louis, Mo. 


My Dear Mr. Bevington: 1. Arrived in Pauls Valley Thursday at 11.45 a. m. 
I went immediately to the luncheon given for the visiting club women. There 
I met the members from the surrounding counties. During the afternoon and 
evening I mingled with them and was introduced to them all. 

2. On Friday morning I was placed upon the program. In speaking to them 
I asked their cooperation. This was met with instant response. A resolution 
was passed which gives to us the cooperation of all the clubs of this district. 

3. Mrs. E. B. Lawson, the president, gave a splendid talk on Americanization* 
Other women touched upon it in their talks. It would have made you glad 
to see with what interest the women met the appeal for their cooperation. 
Among the women present was Mrs. Joe Thompson, wife of Congressman Joe 
Thompson, of Oklahoma. 

4. I was asked to stay over until Saturday so that I could address a group of 
the most prominent women of Pauls Valley. This I did, and was able to have 
a committee formed whose duty it is to interest the foreigners and native-born 
Americans in the English and citizenship classes. Mrs. Jack Snodgrass was 
made chairman of this committee, which is made up of the leaders of Pauls 
Valley. 

5. In company with Mrs. Snodgrass I visited the school officials and secured 
their cooperation. The superintendent, Mr. Butcher, said that he had heard 
of the new law, and that he stood ready to supply instruction in English and 
citizenship. 

6. I am leaving for Oklahoma City this afternoon. 

Most sincerely, 


Irene F. Hickey, 
Educational Assistant. 


St. Louis, Mo., April 30, 1919.. 
Respectfully referred to the Commissioner of Naturalization. 

M. R. Bevington.. 


Oklahoma, Okla., May 2, 1919 * 

Mr. M. R. Bevington, 

Chief Naturalization Examiner, 

St. Louis, Mo. 

My Dear Mr. Bevington : 1. This week the city has been entertaining the 
city superintendents, county superintendents, and normal and college presidents 
of Oklahoma. I have met them all and to-day addressed them. This was done 
for the purpose of interesting them in the work of the bureau and in the classes 
in English and citizenship. 




EDUCATION AND AMERICANIZATION. 


167 ' 


2. I was assured that each stood ready to comply with the law and that they 
looked forward with interest to the work of establishing classes for the 
foreigners. 

3. Of course there are parts of Oklahoma that seem to think they have no 
problem, but I have told them that one man constitutes a problem and that his 
needs must be met. I believe that the people as a whole think more seriously 
on the subject of Americanizing the foreign born and the illiterate native born. 
Every evidence is seen that a better cooperation awaits us in our work. This,, 
of course, is encouraging. 

Most sincerely, 


Irene F. Hickey, 

Educational Assistant, Bureau of Naturalization. 


St. Louis, Mo., Map 8, 1919. 

Respectfully referred to the Commissioner of Naturalization. 

M. R. Bevington. 


. Oklahoma, Okla., May 3, 1919. 

Mr. M. R. Bevington, 

Chief Naturalization Examiner, St. Louis, Mo. 


My Dear Mr. Bevington : 1. This week I have been working with the presi¬ 
dents of the normals, whom I had not before interested in the instruction of 
teachers for the citizenship classes. 

2. I am pleased to tell you that we now have all the normals of the State 
linked with our bureau. This coming session will find them supplying instruc¬ 
tion to classes of teachers and qualifying them- for the work with foreigners and 
those native born in need of. such instruction. 

3. We have the following schools with us, which are all the training schools 
for teachers: 

State University of Oklahoma, Norman, Dr. Warren Phelan. 

Agricultural and Mechanical College, Stillwater, Dr. James Wilson. 

Central State Normal, Edmond, J. W. Graves. 

Northwestern State Normal, Alva, A. S. Faulkner. 

Southwestern State Normal, Weatherford, J. B. Eskridge. 

East Central State Normal, Ada, .T. M. Gordon. 

Northeastern State Normal, Talilequah, G. W. Gable. 

Southeastern State Normal, Durant, T. D. Brooks. 

4. In order to offer greater inducement to the teachers to take this special 
course, the schools will give credits for the work. All the presidents are of the 
opinion that many will wish to qualify for this work. 

Most sincerely, 


Irene F. Hickey, 

Educational Assistant. 


St. Louis, Mo., May 8, 1919. 

Respectfully referred to the Commissioner of Naturalization. 

M. R. Bevington. 


Oklahoma, Okla., May 10, 1919 . 


Mr. M. R. Bevington, 

Chief Naturalization Examiner, St. Louis, Mo. 


My Dear Mr. Bevington : 


The inclosed letter speaks for itself, and means that they wish me to visit 
the Agricultural and Mechanical College in order to prepare for the program 
in August. At the meeting in August they wish me to instruct their community 
workers and agents and those educators that attend the community-week work, 
in the way they can help in carrying on the work of Americanization. 

* ‘ * * * * * * 


Most sincerely, 


Irene F. Hickey, 

Educational Assistant, Bureau of Naturalization. 


St. Louis, Mo., May 13, 1919. 

Respectfully referred to the Commissioner of Naturalization. * * * 

M. R. Bevington. 




168 


EDUCATION AND AMERICANIZATION. 


Stillwater, Oku., May 7, 1019. 


Miss Irene Flowers Hickey, 

State Director Americanization, 

Oklahoma City, Okla. 

Dear Miss Hickey : As per agreement, I am asking our program committee 
to provide at their next meeting, which will be Monday, May 19, at 1 p. m., in 
Room 101, Morrill Hall, Agricultural and Mechanical College, for your part in 
the summer program. The chairman of the program committee is Dr. M. A. 
Beeson, Stillwater. 

If convenient for you, we would he glad to have you meet with this com¬ 
mittee on the date mentioned above. There is no work of greater importance 
in this country to-day than the great question of Americanization. 

Very truly, yours, 


Jas. A. Wilson, Director. 


Stillwater, 


Mr. M. R. Bevington, » 

Chief Naturalization Examiner, 

St. Louis, Mo. 


Okla., May 19-20, 1919. 


Dear Mr. Bevington : 1. Came to the Agricultural and Mechanical College, 
Stillwater, Okla., to arrange for the cooperation of the community agents with 
ouFwork of Americanization. 

2. Monday, met with the program committee and addressed them. Out of 
interest in the work, they adopted Americanization and organization as the 
theme of the summer course. Every morning from 8 to 9 they wish some rep¬ 
resentative of our bureau to meet with the community workers and instruct 
them in the work that can be done by them in their community. The Ameri¬ 
canization theme will be carried out in all phases of their work, showing the 
benefit to us as a Nation when a closer understanding and sympathy for all 
people and a love for American ideals is practiced. 

3. On Tuesday I arranged fully with President Cantwell for the use of the 
Government Textbook and Teacher’s Manual in the teacher training classes; 
also for a course in citizenship to be given these teachers. 

4. I interested the Board of Education of Stillwater in supplying classes, 
because Stillwater was one of the cities over the population of 2,500 that was 
not linked with the Government. The opinion is that there is no foreigner oi 
native born who is in need of instruction, but I have gained the promise of 
the officials to supply instruction if any can be found in need of instruction. 
They will also make an effort to find them. 

Most sincerely, 


Irene F. Hickey, Educational Assistant. 


St. Louis, Mo., May 26, 1919. 

Respectfully referred to the Commissioner of Naturalization, riease note 
particularly paragraph 2 of Miss Hickey’s report. 


M. R. Bevington. 


United States Department of Labor, 

Naturalization Service, 

Office of Chief Examiner, 

St. Louis, Mo., June 16, 1919. 

The Commissioner of Naturalization : 

1. By reference from Miss Hickey, educational assistant, Oklahoma City, 
Okla., we are to-day in receipt of the following letter from Dr. Warren W. 
Phelan, director of education, University of Oklahoma, Norman, Okla., dated 
the 15th instant: 

“ I have exactly 51 of the State teachers in my class in Americanization, which 
I organized at your suggestion. My understanding of the course is that each 
of the pupils should have a copy of the Government’s Textbook and Teacher’s 
Manual. If such is the case, can you not send me at once 40 to 50 copies each 
for use in the class? Send me 50 copies each of the papers used in the process 
of naturalization, also send copies of the Syllabus of the Naturalization Law. 




EDUCATION AND AMERICANIZATION. 


169 


“ We have had a session and are getting down nicely to work, and I am 
desirous to have all the possible material the Government can place in my 
hands, so that I can place a copy of each into the hands of my pupils.” 

2. We are to-day sending Dr. Phelan 50 copies each of the Textbook, Manual, 
Syllabus, tacts form for declaration, and facts form for petition, also 10 
copies of the law and regulations. It is respectfully suggested that if the 
bureau can send any additional literature that might prove helpful to the 
doctor, such literature be sent immediately, so that it can be used during the 
summer session of this class. 

3. A copy of the University of Oklahoma Bulletin received from Miss Hickey 
is attached hereto. Mention of the Americanization course is made on pages 
11 and 18. 

M. R. Bf.vington. 


UNIVERSITY OF OKLAHOMA BULLETIN. 

The summer session, June 7 to August 5, 1919, Norman, Okla., April 15, 1919. 

[University of Oklahoma Bulletin, published by the university, is issued semimonthly. 
Entered at the post office at Norman as second-class matter under act of Congress of 
Aug. 24, 1912. Accepted for mailing at special rate of postage, provided for in 
section 1103, act of Oct. 3, 1917, authorized on July 8, 1918.] 

Americanization. —Students who wish to familiarize themselves with the 
methods of Americanization, vocational guidance, methods of teaching English 
and civics and the problems of democracy will find courses on Americanization, 
vocational guidance, educational sociology, methods of teaching English, Ameri¬ 
can Government, the modern city. 

Education 168s. Americanization: A course for the teachers of the State in 
the methods of Americanization, developing the necessary duties and responsi¬ 
bilities of citizenship. Prof. Phelan. One hour. 


Oklahoma, Okla., June 19, 1919. 

Mr. M. R. Bevington, 

Chief Naturalization Examiner, St. Louis, Mo. 

Dear Mr. Bevington : 1. Letters telling of the club women's interest In our 
work have been received from Mrs. Eugene Lawson and Mrs. Pearson. Mrs. 
Eugene Lawson is president of the State Federation of Women’s Clubs and Mrs. 
Lola Pearson is the chairman of the Americanization department of the federa¬ 
tion. 

2. This department, which was formed at our solicitation and is to help us 
in every way possible, has given me help whenever I have visited the various 
cities. 

3. The clippings which I am inclosing speak of the department and of the 
work which is to continue during the club women’s vacation. This new depart¬ 
ment of Americanization is held to be of the greatest importance, so much so 
that the work of this is not to discontinue when the other work stops for the 
summer months. 

4. I believe truly we are receiving cooperation and will continue to do 
so from these earnest women. 

Sincerely, Irene F. Hickey, 

Educational Assistant, Bureau of Naturalization. 

Respectfully referred to the Commissioner of Naturalization. 

M. R. Bevington. 


Oklahoma, Okla., June 20, 1919. 

Mr. M. R. Bevington, 

Chief Naturalization Examiner, St. Louis, Mo. 

Dear Mr. Bevington : 1. As you are aware the Agricultural and Mechanical 
College of Oklahoma, Stillwater, Okla., was interested by me in giving instruc¬ 
tion to its teacher pupils in the use of the Government’s Textbook and Teacher’s 
Manual for foreigners, etc. To day I have received from President .T. W. Cant- 




170 


EDUCATION AND AMERICANIZATION. 


well of the Agricultural and Mechanical College a letter assuring us that the 
instruction is progressing nicely. 

2. He inclosed pictures of the college; these I am sending to you. I feel 
that they will be of interest to you because the school has, by cooperating with 
us, linked itself with us in the work of making citizens of the foreign born. 

Sincerely, 

Irene F. Hickey, 

Educational Assistant, Bureau of Naturalization. 

St. Louis, Mo., June 23, 1919. 

Respectfully referred to the Commissioner of Naturalization. 

M. R. Bevington. 


July 11, 1919. 


Dr. Warren W. Phelan, 

Director of Education, University of Oklahoma, Norman, Okla. 

Dear Sir : 1. 1 3ur letter of June 13, 1919, addressed to Miss Hickey, educa¬ 
tional assistant, Oklahoma City, Okla., and requesting supplies for your use, 
has been referred to the office by the chief naturalization examiner at St. Louis. 

2. The bureau takes pleasure in sending to you the following additional pub¬ 
lications which it trusts will be of help to you in teaching your Americaniza¬ 
tion class: 50 work of the public schools with the Bureau of Naturalization, 
third year; 50 proceedings of the naturalization reception at Philadelphia; 50 
school posters; 50 educational summary; 50 suggestions for securing and in¬ 
creasing attendance in classes; 50 methods of raising funds. 

Very truly, yours, 


Richd. K. Campbell, 
Commissioner of Naturalization. 


[Excerpt from report of division’s representative, Miss Irene F. Hickey, Oklahoma, 

Okla., dated July 31, 1919.J 

Classes in Americanization, established at our suggestion in the State Uni¬ 
versity, Norman, Agricultural and Mechanical College, Stillwater, and the 
six State normals situated in Ada, Alva, Weatherford, Tahlequah, Edmond, and 
Durant, Okla., successfully finished summer term. 

These classes proved of such value and popularity that the State board of 
education, at my request, voted to include the Americanization course as a 
part of regular curriculum of the State training for teachers. 

This course familiarizes the teacher with the work of Bureau of Naturaliza¬ 
tion in Americanizing the foreigner. It also gives instruction in the use of the 
bureau’s textbook and manual. 


United States Department of Labor, 

Naturalization Service, 
Oklahoma, Okla., September 15, 1919. 

Mr. M. R. Bevington, 

Chief Naturalization Examiner, St. Louis, Mo. 

Dear Mr. Bevington : 1. In reference to my letter August 23, 1919, Dr. A. C. 
Scott, director of lecture service, of the extension division of the University of 
Oklahoma, Norman, Okla., has to-day promised that through his division 
lecturers will be supplied to the State. These lecturers to speak on American 
citizenship, the need of classes, and the cooperating with the Bureau of 
Naturalization. 

2. Dr. Scott wrote, in answer to my letter to him while he was in Colorado. 
To-day I spent in Norman conferring with him. While in Norman I spoke 
with Dr. Scroggs, who has shown such interest, and with Dr. Warren Phelan, 
the instructor of the class in Americanization which was held this summer. 
Dr. Phelan presented me with a yard-long picture of the Americanization class. 
After allowing the Oklahoman its use for article I will send it to you. It may 
be of interest, because it was the first class in Oklahoma. 

Most sincerely, 

Irene F. Hickey, 

Educational Assistant. 


Respectfully referred to the Director of Citizenship. 


M. R. Bevington. 





EDUCATION AND AMERICANIZATION. 


171 


Mr. M. R. Bevington, 


United States Department of Labor, 

Naturalization Service, 
Oklahoma, Okla., September 16, 1919. 


Chief Naturalization Examiner, St. Louis, Mo. 

Dear Mr. Bevington: 1. Relating to my letter of August 24, 1919, “Short 
course in American citizenship,” I am sending the inclosed clipping from one 
of our daily papers. It tells of the progress of the course which we gave the 
applicants for citizenship. 

2. The instruction given proved of the greatest help. Mr. Ramsey, naturali¬ 
zation examiner, and Judge Clark, of the district court, are of the opinion 
that the class heard September 13 was the best informed that they have had 
the opportunity to hear. 

3. The course has interested the people of the city, and I have been asked 
if our bureau will continue to encourage the giving of such instruction. Of 
course I have felt free to promise this. Aside from the instruction in the 
regular class work in the public school, I have planned that at least twice a 
year a short course, with its lectures by men and women who are familiar 
with the workings of the departments of the Federal Government, shall be 
given. It affords opportunity for an awakening of interest among all citizens 
and gives to the applicants for citizenship the special instruction needed. 

Most sincerely, 


Irene F. Hickey, 

Educational Assistant. 


Respectfully referred to the Director of Citizenship. 

M. R. Bevington. 


United States Department of Labor, 

Naturalization Service, 
Oklahoma, Okla., September 16, 1919. 

Mr. M. R. Bevington, 

Chief Naturalization Examiner, St. Louis, Mo. 

Dear Mr. Bevington : 1. I am inclosing a clipping telling of the naturaliza¬ 
tion day ceremony which we gave September 13, 1919. 

2. As mentioned 25 foreign-born men became American citizens, 9 had well- 
earned the privilege for they were discharged soldiers, and had served from 1 
to 3 years in the Army. Most of the 9 were overseas veterans. 

3. Judge Clark and Mr. C. R. Ramsey pronounced them the best class that 
had passed citizenship examinations. I believe truly that they were well in¬ 
formed and above the average in intelligence, being earnest and splendid in 
their understanding of American ideals. 

4. A fitting ceremony was given at the time of their taking the oath of 
allegiance, one which impressed them with the importance and the privilege of 
becoming an American citizen. 

Most sincerely, Irene F. Hickey, 

Educational Assistant. 


Respectfully referred to the Director of Citizenship. 

M. R. Bevington. 


[Naturalization ceremony, Sept. 13, 1919, Oklahoma, Okla.] 

25 FOREIGN-BORN PERSONS WELCOMED AS NEW CITIZENS OF UNITED STATES. 

With an impressive ceremony designed to make the candidates feel the im¬ 
portance and privilege of becoming American citizens 25 men, who have success¬ 
fully passed the required citizenship test, yesterday afternoon in the district 
court room of Judge George W. Clark foreswore allegiance to the kings and 
rulers of their respective countries and took the oath of allegiance to the United 

^ t a f- eS 

Before the oaths of citizenship were administered, Judge Clark addressed the 
candidates, declaring that the class yesterday was by far the largest, most 
representative, and most talented ever assembled in Oklahoma. 




172 


EDUCATION AND AMERICANIZATION. 


Nine former soldiers .—Nine of the men had well-earned their citizenship, hav¬ 
ing spent from one to three years in the Army in the late war, most of the 
nine were overseas veterans and one, Spencer Copestakes, a Londoner, was 
gassed and severely wounded in action with the Eighty-ninth Division. All of 
the other candidates presented a good war record, having purchased Liberty 
bonds, donated to the Red Cross, and served in various capacities while caring 
for their families and dependents. 

A large American flag borne by John Herbert and Harold Parker, boy scouts, 
was held in front of the judge’s bench which E. C. Webb of the Army recruit¬ 
ing station and S. D. Norrie of the Navy recruiting station, in full uniform, 
stood at attention during the entire proceedings, standing at salute during the 
singing of the “ Star Spangled Banner ” at the end of the ceremony. With Col. 
Reuben Smith, Lieut. Commander F. P>. Melendy, Adj. Gen. Charles F. Barrett, 
also standing at salute, and the large number of former service men present 
noticeable by their perfect position of attention during the singing of the na¬ 
tional air, a decided military aspect pervaded the entire program. 

Enterprise commended .—Irene F. Hickey, of the Federal Naturalization Bu¬ 
reau, arranged the program, which was declared by all of the Federal, State, 
county, and city officials, and Army and Navy representatives to have been the 
most impressive one that has ever been held in Oklahoma City. 

Rev. Frederick J. Bates opened the meeting with invocation. Judge Clark 
spoke to the candidates upon the privilege of being an American citizen, thanked 
both the soldiers and civilians for the good work they have done in the war, 
and for having proved themselves well worthy to become citizens of our coun¬ 
try and commended them for the spirit of enterprise and aggressiveness which 
brought them from their troubled homes in Europe to our land of greater op¬ 
portunities. 

New citizens welcomed .—Following Clark’s address a large silk flag was 
taken into the court room and stood beneath the bench. Cliff Myers, court 
clerk, administered the oath of allegiance to the United States, after which 
C. R. Ramsey, of St. Louis, Federal examiner for this district, welcomed the new 
citizens in behalf of the Federal Government. Coul. Reuben Smith gave a short 
welcome in behalf of the Army, followed by Lieut. Commander F. B. Melendy, 
of the Navy. Howard B. IIopps, representing the American Legion, spoke of 
the 100 per cent Americanism fostered by the legion and welcomed the new 
citizens with the invitation to them to join in the legion’s fight for a better 
America. Mayor J. C. Walton gave a welcome from the city and Adj. Gen. 
Charles F. Barrett for the State, followed by the “ Star Spangled Banner.” 
Mr. Bates closed the meeting with a benediction. 

Following are the countries, anti the citizens of the respective countries, who 
yesterday became American citizens: 

England—John W. Upsher, George Forsythe, Patrick J. McGuire, John Frank 
Bell, and Spencer Copestake. 

Italy—Antonio Fillippin, John Batta Tombolato, and Cecchin Gaetono. 

Greece—Kanstantinous A. Magafas, Nicholas Andrecopulos, Thesfines N. 
Chugas, Christos P. Apostolopoulos, and Charles Metres. 

Russia—Joseph Fagin, Meer Gerwitz, Joseph S. Berman, and Simon Sollo- 
way. 

Mexico—Louis Franco. 

Denmark—Christian J. Reitzel. 

Sweden -Otto Bergstrom, Hualmar Bergstrom, and Oscar Carlson. 

Austria—Phillip Kossack, Julius Slavik, and Henry Nekuopil. 


LUCE LEAGUE—MANY NATIONS SEEN AT NATURALIZATION MEETING. 

An unitiated visitor at the courthouse Saturday would easily have sup¬ 
posed the Republicans had at last “ thrown in the sponge ” and that the league 
of all nations was an established fact. 

For to the courthouse flocked men of all nations to take their final tests for 
citizenship in the United States. 

In District Judge G. W. Clark’s court room, where testimony was taken, there 
were three Austrians, four Swedes, five Russians, two Bohemians, six Greeks, 
two Englishmen, one Canadian, two Scotchmen, one Dane, three Italians, one 
Mexican, one Syrian, two Irishmen, and one German. 



EDUCATION AND AMERICANIZATION. 


173 


Director of Citizenship : 


United States Department of Labor, 

Naturalization Service, 
Oklahoma , Okla., October 8, 1919. 


Upon my return from Arkansas I received your two kind letters of Septem¬ 
ber 24 and 30. 

I find upon my return to Oklahoma that we may hope for even greater 
cooperation than for which I had hoped. The State board of education, through 
Mr. It. H. Wilson, are to cooperate with the State council of defense, and 
are this week appointing a director for each of the school districts of the State. 
From Mr. Wilson I received promise Monday that teachers of citizenship 
classes, who volunteer their services, shall receive credit from the State board 
of one unit for each three months of work done. This will be accepted by the 
State normals, Agricultural and Mechanical College, and the State University. 

In my letter of September 18 I spoke of my desiring the school officials to 
allow credits for work done by volunteer teachers of night-school classes in 
English and citizenship. I have been advised by superintendents that if credits 
were given it would be of the greatest help in opening schools in those districts 
in which there were no funds for the carrying on of night schools. 

The giving of credits to the poorly-paid teacher will prove a blessing. Many 
of these teachers are found to attend summer schools in order to earn needed 
units. In this way they can earn credits doing the regular months of teaching, 
and can shorten their term in schools of training. 

October 21 and 22 I am to attend the annual meeting of the State Federation 
of Women’s Clubs. On October 22 I have been asked to address them, and shall 
do so, for it gives me a splendid opportunity to tell them of the work of our 
bureau. 

At the time of the club meeting I shall carry out your suggestion of Septem¬ 
ber 24, and shall instruct them in the use of naturalization forms. 

Irene F. Hickey. 


SUPPORT OF THE DIVISION OF CITIZENSHIP TRAINING IN OKLAHOMA. 

Oklahoma State Fair, 1918: 

1. Participated in plan for Americanization day at State fair. 

(a) Date made State-wide holiday by governor’s proclamation. 

( b ) All naturalized foreigners in State and all teachers especially invited 
to attend. 

(c) Public ceremony for foreigners admitted to citizenship: (1) Speeches 
and program, (2) Foreign Legion present. 

Americanization committee for the State of Oklahoma: 

1. Division’s representative made chairman. 

Legislation: 

1. Act passed March 10, 1919, by Oklahoma State legislature. 

(a) Authorizes and directs the public-school authorities to cooperate with 
the Federal Government through the Bureau of Naturalization in the work 
of Americanizing the foreign born. 

(1) Whenever 10 residents over 16 years of age petition the school officials, 
it is incumbent upon them to provide the instruction. 

(b) Authorizes the creation of an Americanization commission, composed 
of governor of State and six members appointed by him. 

(1) Duty of commission to see that public-school officials and foreign born 
are made aware of the provisions of the resolution, and to do all things neces¬ 
sary to carry out its intention. 

2. Legislation proposed to enable the University of Oklahoma to send out 
more workers over the State. 

(a) To carry with them a truck and a machine with which to provide 

moving pictures. . ..... , 

(b) Plan to go into colonies of the foreign-born showing pictures and speak¬ 
ing to residents on the need of classes in English and citizenship. 

3. Act passed providing that no language but English shall be taught in 

the schools until after the eighth grade. , . , . , , . 

4. Active cooperation secured of the wives of the legislators in work of 
Americanization and carrying out new laws passed by their husbands. 



174 


EDUCATION AND AMERICANIZATION. 


State board of education: 

1. Participated in bringing about cooperation of State board of education 
with the State council of defense. 

2. Secured appointment by State board of education of Americanization di¬ 
rector for each school district of State. 

3. Consummated plan by which teachers of citizenship classes who volunteer 
their services will receive credit from State board of education; one unit for 
each three months of work done. 

(a) This will be accepted by State normals, Agricultural and Mechanical 
College, and State university. 

(&) Giving credits to volunteer teachers has been stated by school superin¬ 
tendents to be of great help in opening schools in those districts in which there 
are no funds for carrying on night schools. 

(c) The giving of these credits for work during the regular school period 
Will be a great aid to poorly paid teachers who otherwise would be forced to 
attend summer courses. 

4. State board of education, at request of division's representative, voted 
to include Americanization course summer classes as a part of the regular 
curriculum of the State training for teachers, and to use the Federal Citizen¬ 
ship Textbook and Manual, distributed by this division. 

State board of vocational training: 

1. Agreed to include instruction in English and citizenship in day and night 
schools established. 

University of Oklahoma: 

1. Teacher training classes in Americanization established at suggestion of 
division’s representative. 

2. Americanization included in the lecture service department of the uni¬ 
versity. 

(a) Lecturers, provided for the State, speak on citizenship and the need 
for public-school classes. 

3. Cooperates with extension division of university, through extension class 
in sociology, in successfully carrying on classes for Mexicans working in rail¬ 
way camps; much good accomplished. 

4. Contributions upon Americanization made in the University Extension 
"Bulletin. 

Agricultural and Mechanical College ( A . and M. College)': 

1. Teacher training classes in Americanization established, using Federal cit¬ 
izenship textbook and manual. 

2. Promoted matter of community councils, which have been organized 
•.throughout the State. 

(a) Take the place of the disbanded councils of defense. 

(b) Community workers and agents in these communities. 

3. President of college offered services of all college community workers in 
division’s work. 

4. Farm congress at Agricultural and Mechanical College. 

(a) Promoted citizenship education. 

(&) Establishment of Americanization at Farm Congress. 

(1) Talks on Americanization. Work of Division of Citizenship Train¬ 
ing in cooperation with public schools in establishing in English and 
citizenship discussed. 

5. Cooperative extension work in agriculture and home economics. 

(a) Assisted program committee in preparing summer program. 

(b) Committee adopted “Americanization and Organization” as theme of 
the summer course. 

(c) Lectures in citizenship given teachers and community workers by divi¬ 
sion’s representative. 

State normal schools: 

1. The six State normals, situated at Alva, Edmond, Weatherford, Ada, 
Durant, and Tahlequali, have established teacher-training classes in American¬ 
ization, and are all cooperating with this division. 

2. Fifty-one State teachers in class in Americanization organized at sug- 
ge. tion of division’s representative. 

(«) Teacher pupils provided with Federal Citizenship Textbook and Teach¬ 
er’s Manual and other Division of Citizenship publications including natural¬ 
ization forms for class work. 


EDUCATION AND AMERICANIZATION. 


175 


Bureau of mining extension, Wilburton, Okla.: 

1. Decided that funds be used for classes in English and citizenship for the 
foreign born in addition to the mining extension work. 

(a) Twelve classes established in cooperation with Division of Citizenship 
Training. 

State council of national defense: 

1. President of State council cooperating on a State campaign for: 

(«) Increase of interest in American citizenship. 

(&) Establishment of English and citizenship classes. 

(c) Consecrating of all Americans in the State to America. 

Rural districts: 

1. Granges, farm women’s clubs, farmers’ unions, and community clubs 
aroused to need of citizenship instruction. 

2. Organized work for women in rural districts. 

(a) Prepared Americanization program for their year book. 

(b) Wrote articles for State farm journals on Americanization. 

3. Farm council at State meeting pledged their cooperation with Division 
of Citizenship Training in establishment of citizenship classes. 

State Federation of Women's Clubs: 

1. Active cooperation of federated clubs secured. 

(a) Americanization department formed at request of division’s representa¬ 
tive. 

(b) Americanization committee continued work through the summer. 

(c) Prize contests in Americanization for State clubs with gold and silver 
medals to members securing greatest results in interesting the foreign born and 
public-school officials. 

2. Americanization keynote of all club activities in Oklahoma. 

Women: 

1. General appeal made to women for help in interesting foreign-born women 
in citizenship. 

(a) Enfranchisement of women in Oklahoma makes this a necessity. 

Work in Oklahoma City: 

1. Tax levy which supplies funds for the classes in English and citizenship 
adopted by vote of citizens. 

(a) School board provided in budget for the establishment of classes for 
foreigners. 

2. Representative of Division of Citizenship Training made chairman of the 
Americanization committee of the city. 

3. Municipal problems classes of the city schools addressed on the subject of 
Americanization by division’s representative. 

4. Special program for aliens admitted to citizenship at hearing held Septem¬ 
ber 13, 1919. 

( a ) Program and reception most impressive ever held in city. 

5. Course in citizenship arranged for applicants for citizenship open to 
others; attracted attention throughout the city. 

6. Encouraged public ceremonies in connection with naturalization proceed¬ 
ings. 

(a) Impressed newly made citizens with solemnity of the act and importance 
and privilege of citizenship. 

7. City and county superintendents of schools, presidents of the normal 
schools, A. and M. College, and the State University, met in Oklahoma City. 
Addressed by division’s representatives on the subject of Americanization. 
Great interest shown and promises of cooperation secured. 


OREGON. 

TCooperative extension work in agriculture and home economics, State of Oregon, Cor- 
valis. Received in Bureau of Naturalization Mar. 21, 1919.] 

Mr. Y. W. Tomlinson, 

Portland, Oreg. 

Dear Sir : I have your very interesting letter of February 28 in reply to mine 
of the 13th ultimo "relative to the work of the Bureau of Naturalization in 
securing real Americanization of our foreign-born citizens. It is not only 
possible for the Extension Department of the Oregon Agricultural College to 
cooperate in this work but it is equally possible for us to make it a regular 
project to conduct in every county where we have a resident representative. It 

150116—19-18 



176 


EDUCATION AND AMERICANIZATION. 


would be a particular pleasure to assist all those aliens seeking citizenship and 


giving their occupation as farmers to study civics and kindred subjects as well 
as many lines of agriculture which would render them direct assistance in their 
occupation. 

I hope the examiner of the service who will be in Corvalis on March 24 can 
find time and opportunity to call at this office when we can discuss the matter 
to much greater length than is possible here. In the meantime, should oppor¬ 
tunity present itself, I shall be pleased to call on you at your office in Portland. 

Trusting that we may render this very necessary and direct assistance, I am, 


Very truly, yours, 


O. D. Center, 
Director of Extension 


United States Department of Labor, 

Bureau of Naturalization, 

Division of Citizenship Training, 

Washington, August 26, 1919. 


Hon. B. W. Olcott, 

Governor of the State of Oregon, Salem, Oreg. 

My Dear Governor : 1. Under the authority of Congress of May 9, 1918, the 
Government is publishing and distributing free a textbook to the candidate for 
citizenship attending the public schools throughout the United States. This 
textbook is to enable the coming American to learn of the Federal Government 
and its activities in addition to being the basis for teaching illiterates to read, 
speak, and write in our tongue. 

2. This is brought to your attention with the suggestion that appropriate steps 
be taken to the end that in your State a publication may be issued which will 
give the frame of government of the State, its counties, and municipalities, 
together with such other information regarding your State as will inspire a high 
regard for it. It is desired that this be prepared for the use of those who attend 
the public schools and who are pursuing instruction and training in citizenship 
responsibilities. In some States such a book is being prepared by the State to 
supplement the Federal Textbook. 

3. In your State there are 21 communities, representing probably over 100 
classes, where native and foreign-born adults are together learning our language 
and of our Government. The expansion of the efficiency of these classes means 
the eradication of the illiteracy of the Nation. 

4. I am inclosing a copy of the Federal Textbook and its accompanying 
Manual, which are being distributed by the Federal Government through the 
Division of Citizenship Training, and am urging executive action by you upon 
this matter. 


Very truly, yours, 


Raymond F. Crist, 

Director of Citizenship. 



State of Oregon, 

Executive Department, 

Salem, September 8, 1919. 


Mr. Raymond F. Crist, 

Director of Citizenship, 

Washington, D. C. 

My Dear Sir: This is to acknowledge receipt of your letter of August 26, 
with inclosures relative to a free textbook to the candidates for citizenship. 

I beg leave to advise you that in the capacity of secretary of state I have for 
several years been issuing what is known as the Oregon Blue Book, which 
covers all of the phases set out in your letter and a number of others. Through 
the kindly cooperation of Mr. John Speed Smith, chief naturalization examiner, 
with offices at Seattle, Wash., this Blue Book has been consistently used for 
the instruction of candidates for citizenship. 

A new Blue Book will be out in the course of the next 10 days or so, and in 
order that you may be advised of its nature I am asking the secretary of state’s 
office to forward you a copy of this as soon as the same is available. 

Very truly, yours, 


B. W. Olcott. Governor. 






EDUCATION AND AMERICANIZATION. 


177 


• United States Depaktment of Labor, 

Bureau of Naturalization, 

Division of Citizenship Training, 

Washington, September 29, 1919. 

Hon. Ben W. Olcott, 

Governor of Oregon, 

Salem, Oreg. 


My Dear Governor : 1. Receipt is acknowledged of your letter of September 
3, and also of the copy of the Oregon Blue Book for 1919-20, compiled by you 
while secretary of state. 

2. This book has been an excellent aid to the public schools of Oregon in the 
Americanization classes, in conjunction with the Federal Textbook furnished 
free by the Division of Citizenship Training to candidates for citizenship en¬ 
rolled in the public schools. I shall take the liberty of recommending it to 
other States as a guide to the organization of the State and local subdivisions 
of government, for distribution to such candidates. It is hoped that each State 
will provide something along this line for use in the public-school classes estab¬ 
lished in cooperation with the Division of Citizenship Training, rublic-school 
officials in Oregon have heartily cooperated. 

3. Your whole-hearted support of this division has been much appreciated and 
I trust Americanization work will continue to have your approval and aid. 

Cordially, yours, 


Raymond F. Crist, 

Director of Citizenship. 


Mr. 


Bay City Public Schools, 

Bay City, Oreg., October 7, 1919. 

Raymond F. Crist, 

Director of Citizenship, Washington, D. C. 


Dear Sir : Your valued communication in re to the request of B. J. Simpson 
and the training of candidates for citizenship was forwarded to me during 
summer vacation, and has come up for attention with the opening of school 
the first week in October. 

Mr. Simpson has not called for books nor inquired further regarding the 
work. However, the school board and city council will probably cooperate with 
the local instructors in organizing such a class. 

Am holding the requisition blank until I can more accurately estimate the 
correct amount of supplies needed. Could at present make use of invitation 
posters and invitation letters. 

It is gratifying to see this work pushed. I have had five years experience 
along similar lines in the Portland Young Men’s Christian Association. 

Very truly, yours, 


P. H. Wyman. 


[Excerpt from report of Naturalization Examiner V. W. Tomlinson, Portland, Oreg.] 

There has been a good night school in Astoria during the past winter, and 
the benefits of the school have become very apparent in the court room there. 
These petitioners who have been in attendance usually pass a good examination, 
and those who have not attended fail to get through. The fact that good 
examinations are being passed by those petitioners who have attended school 
has led the court to insist on a higher qualification than heretofore. It has 
almost come to a condition in that court where a man must go to school or seek 
the assistance of teaching or he will not get his citizenship papers. Some 
petitioners, of course, of the English-speaking race, and occasionally one who 
is not but is unusually apt, qualify without the assistance of the night school. 
Such cases, however, are the exception rather than the rule. 

Judge Eakin announced several times from the bench that it would be useless 
for anyone who could not read the English language to attempt to secure 
citizenship in his court, adding, “ and you must not only read, but you must be 
able to read understandingly, so that you know and understand the matter 
read.” The remark was based upon the action of the examiner in handing to 
numerous petitioners a ballot of the kind used at the election in Oregon on June 
3 last, at which time several proposed laws (reconstruction measures) were 




178 


EDUCATION AND AMERICANIZATION. 


submitted directly to the people of the State under referendum provisions, for 
adoption or rejection. The petitioner was asked to read the matter on the 
ballot pertaining to some measure. If he could read it, as soon as he had 
completed the reading, if the examiner did not, the court asked the meaning 
of the matter read; the result of a negative or affirmative majority vote thereon. 
The court went so far as to ask the petitioners which w r ay they would vote 
on the measure read, and when they had indicated what way they felt their 
respective ballots would have been cast if they had been permitted to vote 
at that time, the court sought their reason for such position, to see if they really 
understood the measure or comprehended the meaning of its terms, admonishing 
each petitioner that a vote cast without understanding the measure voted for 
was poor citizenship, and if persisted in permanently by a sufficient number of 
people was a danger and menace to the Government. At the next hearing the 
order requiring the attendance of petitioners’ w T ives will be in effect. The 
requirement will be that the wife take and sign the oath of allegiance in open 
court with her husband if she be willing so to do, as we have been doing in the 
Portland Circuit Court for the last few months. 


In the Circuit Court of the State of Oregon for the county of Baker in the matter of 

final hearings on petitions for naturalization. 


It appearing to the court that before an applicant for citizenship can under¬ 
standing^ take an oath to support the Constitution of the United States and 
of this State a general knowledge of the provisions of those instruments is 
essential; and it appearing that no person can intelligently be well disposed 
and attached to our Government without knowledge of its character and func¬ 
tions as a government by law T and its duties, aims, and purposes as a democracy; 
and it appearing essential to good citizenship that the individual should have 
full appreciation of the privileges, rights, and benefits acquired, the trust 
assumed, and the corresponding duties and obligations accepted by becoming a 
citizen of the United States, and that to that end the citizen should realize 
what American ideals are, what Americanism is, and what it means to become 
an American, and that he should, as far as reasonably possible, fairly under¬ 
stand the principles upon which our Government is founded and the methods 
whereby those principles are sustained and the laws thereunder enacted and 
carried into effect; 

And it further appearing that many who would become useful citizens and in 
all things worthy have been hampered and delayed by reason of not being 
familiar with the language and customs of the country, and that such persons 
may need assistance in acquiring the aforementioned essential knowledge, and 
that to that end and to aid and assist such persons therein the Government 
of the United States, through act of Congress, May 9, 1918, appropriated funds 
for the publication of a textbook on citizenship, for free use of those who desire 
to so qualify, and that such textbook has been published, and that copies thereof 
are now in the hands of the county school superintendent of Baker County, 
Oreg., ready for distribution to candidates for citizenship; and that the teach¬ 
ers of the public schools and also said superintendent are willing to assist such 
applicants free of charge; 

And it further appearing that when married men become citizens their wives 
became so also by virtue of the marriage relation, and that it is therefore im¬ 
portant that when a married man becomes a citizen his wife should also be 
qualified for the like duties of citizenship; it is therefore 

Ordered , That the clerk of this court be, and hereby is, directed to inform 
each applicant upon the filing of the declaration or petition of the aforemen¬ 
tioned facts and requirements, and to hand such applicant a copy of this order 
with directions to become familiar therewith, and that such applicant may 
apply to said county school superintendent for a copy of said textbook and for 
suggestions and directions as to method of study, and as to the teacher from 
whom assistance may be had; 

It is further ordered , That each applicant who is a married man is hereby 
directed to inform his wife of the foregoing provisions and to qualify with 
him for such citizenship, and that, unless for sufficient cause shown to the 
court it is otherwise ordered, the wife of each married man shall attend court 
with her husband at the time of the final hearing upon his petition for ad¬ 
mission to citizenship of the United States. 

Done in open court this 27th day of May, 1919. 

Gustav Anderson, Judge. 










EDUCATION AND AMERICANIZATION. 


179 


Headquarters of the Loyal Legion of Loggers and Lumbermen, 

~ _ Portland, Oreg., July 12, 19JD. 

Commissioner of Naturalization, 

Washington, D. C. 


. Dear Sir: The above organization is made up of employers and employees 
in the lumber industry. For your information, we are inclosing herewith 
a copy of our by-laws, and wish to call attention to section 1 of article 2, by 
which you will note that if a man is eligible for citizenship, it is necessary'for 
him to become such, or legally declare his intention to do so, before he can 
become a member of this organization. 

While this is somewhat an advanced step, we think that it is absolutely 
sound. It is our desire to assist all aliens who take out first papers in prepar¬ 
ing themselves for final naturalization, and I am writing you at this time to 
ascertain if you can not furnish us with suitable literature to distribute for 
that purpose. 

We have about 450 locals already organized and each one of these locals 
could use a small quantity of literature. We will either send you the names 
and you can forward printed matter, or you can forward the literature to 
us and we will distribute it. 

We will be pleased, indeed, if you will advise us whether or not you are 
in position to help us on this proposition. 

Very truly, yours, P. L. Abbey, 

Secret a ry-M a nager, 

Loyal Legion of Loggers and Lumbermen. 


United States Department of Labor, 

Bureau of Naturalization, Division of Citizenship Training, 

Washington, October 3, 1919. 

Mr. P. L. Abbey, Secretary-Manager. 

The Loyal Legian of Loggers and Lumbermen, Portland, Oreg. 

My Dear Sir : 1. Your letter of July 12 was received in this office on July 

17. Just prior to that time the entire working force was demoralized by the 
enforced separation of over 80 of its members, due to lack of appropriation 
for this fiscal year. As a consequence of this, your letter has just been reached. 

2. I am exceedingly gratified to learn of the organization of the 450 locals, 
representing those connected with the logging and lumbering industry of the 
Northwest. For some time the problem of providing educational facilities for 
those who are in these isolated places of occupation has been considered by 
me in conjunction with the authority to promote the facilities of the public 
schools in the education of adult foreigners who are candidates for citizenship. 
Your letter seems to open the way to the accomplishment of their education 
and training in citizenship, as well as their general education through the 
medium of these local organizations to which you refer. 

3. I am sending you a card which has been greatly used in industrial con¬ 
cerns to ascertain the citizenship status of their foreign employees. In addi¬ 
tion to this card this division supplies all of the necessary naturalization forms 
to enable the foreigners to complete their steps toward naturalization. A copy 
each of these forms is also inclosed. 

4. In conjunction with the public schools the Government is presenting a 
certificate of graduation to those who are candidates for citizenship. A copy 
of this is being sent to you under separate cover. A certificate of proficiency 
will also be presented to those who have not advanced on the road to citizenship 
as far as the petitioner stage. This will be forwarded to you as soon as it 
is off the press. In addition to this the accompanying copies of the citizen¬ 
ship textbook and manual are furnished free of charge, to all of the foreigners 
who attend the public schools and are candidates for citizenship. 

5. In isolated places it will be impossible for the public-school teachers, often 
women, to go into the logging camps and places where the lumber industry is 
carried on. I have been informed that this is impracticable because of the lack 
of facilities and accommodations. It has seemed to me, however, to be wholly 
practicable to select some man who is employed in the position of foreman, 
superintendent, or in some other capacity, who will be found sufficiently quali¬ 
fied to undertake the instruction of those needing it, especially if he should use 
the textbook and the accompanying manual. The manual gives quite a de¬ 
tailed description of the methods of teaching, and has been found to be of 



180 


EDUCATION AND AMERICANIZATION. 


practical assistance. It is not, however, a wholly perfected course of instruc¬ 
tion either for the teacher or the student. It is being revised and a more 
complete edition will come from the press later. 

6. With these helps I believe it will be possible for the Loyal Legion of 
Loggers and Lumbermen to carry the message of America in a most practical 
way to the workers in this undertaking. I know of no others who stand in 
greater need of this assistance, and trust that notwithstanding the delay in 
responding to your letter, we may join our forces to the accomplishment of this 
purpose. 

With best wishes, I am, 

Sincerely, yours, Raymond F. Crist, 

Director of Citizenship. 


Portland, Oreg., October 10, 1919. 


Mr. Raymond F. Crist, 

Director of Citizenship, Bureau of Naturalization, Washington, D. C. 


Dear Sir : I was pleased to receive your good letter of the 3d instant, advis¬ 
ing of your willingness to cooperate with us in our Americanization program. 

We publish a monthly bulletin which has a circulation at the present time of 
about 12,000. We will devote a column or two to the subject in this paper; 
also provide all locals with the necessary information. 

Please advise if you have the authority to send literature direct to those 
interested, provided we furnish you their names. In other words, we want to 
advise that we will send the necessary information blanks and other literature 
to all who are interested. If possible, we would like to turn these names over 
to you, so that your department could mail them direct. 

If this can be done, we will first furnish you with a list of all the secretaries 
of our locals, so that one complete set of literature can be sent to each of them. 

Very truly, yours, 


P. L. Abbey, 

Secretary-Manager Loyal Legion of Loggers and Lumbermen. 


United States Department of Labor, 

Naturalization Service, 

Division of Citizenship Training, 

Washington, October 17, 1919. 

Mr. P. L. Abbey, Secretary-Manager, 

The Loyal Legion of Loggers and Lumbermen, Portland, Oreg. 

Dear Mr. Abbey : 1. Your letter of October 10, concerning the Americaniza¬ 
tion program which you desire inaugurated by your organization, has just 
been received. 

2. The monthly bulletin, which you state has a circulation at the present 
time of about 12,000, will be an excellent means of placing before your mem¬ 
bership generally, the manner in which the Federal Government, through the 
Division of Citizenship Training, will aid the foreign-born members in pre¬ 
paring themselves for the duties and responsibilities of citizenship, and in se¬ 
curing their naturalization papers. 

3. If you desire suggestive matter to fill a column or two, which you in¬ 
dicate may be devoted to the subject and will so inform me, I shall be pleased 
to prepare it. 

4. If you will furnish the division with a list of all the secretaries of your 
locals, with the particular number or name by which each local may be 
known, and their addresses, they will be corresponded with directly, and the 
full Americanization plan of the Federal Government made clear. 

5. I shall also be pleased to inclose the correspondence from the division to 
your secretaries a communication from you to them, urging their full-hearted 
cooperation with the Federal Government in this joint work, which is so vital, 
not only to the success of your body, but to the perpetuation of those principles 
for which our armed forces have just finished the great World War. 

6. The Government is aware of the most excellent manner in which your 
organization has supported it during the war, and it feels assured that your 
full aid and cooperation in this Americanization activity will result in elim¬ 
inating the unrest which might otherwise exist. 




EDUCATION AND AMERICANIZATION. 


181 


7. I will be much interested in receiving the information from you which 
will enable me to put in motion the definite plan to accomplish the results 
which your organization and the Federal Government both desire. 

Cordially, yours, 

Raymond F. Crist, 
Director of Citizenship. 


PENNSYLVANIA. 


Mr. Richard K. Campbell, 

Commissioner of Naturalization, 

Washington, D. C. 


Scranton Public Schools, 
Scranton, Pa., July 26, 1918. 


Dear Sir: Anent your letter of July 19, I beg to say that we are making 
in this city a survey of all non-English-speaking people above the age of 16. 
I shall be glad if you will send me a copy of the Teacher’s Manual you refer 
to in your letter, as well as a copy of your Student’s Textbook to be placed 
in the hands of those seeking citizenship papers. 

By means of our survey we will be in a position next year to do individual 
work with our non-English-speaking people above the age indicated. 

Very sincerely, 


S. E. Weber, Superintendent of Schools. 


Scranton, Pa., September 7/, 1918. 
To all non-English-speaking people in Scranton: 

Since Columbus discovered America our land has been the land of oppor¬ 
tunity. The downtrodden and the oppressed have come here because of the 
larger freedom they have hoped to enjoy. 

These came from many lands, speaking many languages. At the outbreak 
of the great war more than 1,000,000 people passed through Ellis Island each 
year. To-day almost 00 out of every 100 men working in the iron and steel 
foundries are foreign born. An equally large proportion is engaged in the 
mining of coal. Many of our manufacturing plants have the foreign born 
in still larger numbers. 

The urgent need for all these to know and to speak one language was not 
generally felt until all men between 21 and 31 years of age were drafted for 
war service. It was found that among these 1,243,801 alien males were regis¬ 
tered, 422,892 of these aliens, or almost half a million men, had no ready use 
of the common language of the country—English. It is safe to predict that the 
larger draft, including all males between the ages of 18 and 45, will present 
still more startling figures. 

When these aliens get to the military camp most of them can not under¬ 
stand the military orders given them. In the event they are separated from 
those of the same nationality—which is frequently the case—they find them¬ 
selves without the means of companionship. They are all anxious to become 
first-class soldiers in the Army of their adopted country, but their lack of 
knowledge of the English language is a most serious handicap to them. Pro¬ 
motion in rank also depends upon their mastery of the language. 

All men in the first and second drafts need to know English, and to know 
it speedily, to get along well in the Army. It is their patriotic duty. At 
present the Government is compelled to teach aliens in the various canton¬ 
ments at the close of the day’s drill. 

Why wait until you are called for service in an Army camp, when you can 
learn English in a night school in one of the public school buildings of Scranton? 

These schools open the early part of October, or possibly earlier. 

Those who are nflt called for service in the Army need to know the Ameri¬ 
can language in order to share the advantages offered in all lines of work. 
The aims and ideals of the United States can not be understood and appre¬ 
ciated without a knowledge of the language of the country. 

The Scranton public night schools are open to all who care to take advantage 
of them. They are supported by public taxation and are without exception 




182 


EDUCATION AND AMERICANIZATION 


the property of all classes of people in our miclst. To take advantage of them 
is to take advantage of what an institution belonging to you has to offer. 

S. E .Weber, Superintendent of Schools. 


Scranton, Pa., September 11, 1918. 

Richard Iv. Campbell, 

Washington, D. C. 

My Dear Mr. Campbell : This year we are making an exceptional drive in the 
city of Scranton to get the foreigner into the night schools. We have com¬ 
menced already to organize all the city’s activities that have any bearing toward 
this problem of educating the foreigner. 

Your examiner, Mr. Gordon, was in town to-day and told us of the depart¬ 
ment’s plan of furnishing text-books to those registering in the citizenship 
classes. Permit me to commend this movement. It is in the right direction. 

Our drive, of course, takes in the public press, but the press at this time, 
being a very busy institution, is prone to be lax in giving this project the neces¬ 
sary space, unless it is furnished with already prepared editorials, articles, etc., 
bearing on this problem. It has occurred to me that your department would be 
just the one to help us out in this matter. 

May I ask for all the available matter you have that can be used by the press 
in this campaign. 

Sincerely, yours, Thomas Francis, 

Director of Evening Schools . 

P. S.—I am anxious to get this started this week, if possible. 


United States Department of Labor, 

Naturalization Service, 
Philadelphia, Pa. September 27, 1918. 

Chief Examiner, Philadelphia, Pa.: 

Supplementing my report on mimeographed form regarding educational work 
at Scranton, Pa., I desire to submit the following: 

On the 24th instant I called upon Prof. S. E. Weber, city superintendent of 
schools at Scranton, for the purpose of takiug up the matter of his cooperation 
with the Bureau of Naturalization in the education of the foreign population 
of Scranton, he having rendered valuable assistance during the year 1917-18. 
I found that Prof. Weber had already commenced to prepare for the evening 
classes for the ensuing year in a most vigorous manner. He informed me that 
a house-to-house canvas had been made in order to ascertain the total number 
of non-Englisli-speaking foreigners in Scranton and that the result of such can¬ 
vas had been carded and classified so as to enable representatives of the city 
schools to visit each alien for the purpose of impressing upon him the necessity 
of attending night schools in order to prepare themselves for better citizenship. 

Prof. Weber informed me that he had sent letters to all draft boards in the 
city of Scranton requesting their assistance in having foreign-born draftees 
attend night schools so that when called for service they would be better pre¬ 
pared for their duties as soldiers. There has been prepared each week by Prof. 
Weber or Mr. Thomas Francis, the night superintendent of schools, an editorial 
which has been printed in all foreign papers in the city of Scranton in further¬ 
ance of obtaining attendance at night schools. Large posters have been printed 
calling attention to the opening of night schools and the necessity of attedance 
thereon and will be placed in every manufacturing plant and in all the coal 
mines in and around Scranton, and the employers of alien labor have agreed to 
hold noon-day meetings in the plants and mines at which speakers will impress 
upon the alien the necesssity of taking advantage of the opportunity of education 
in English and civics offered by the city of Scranton. # 

Prof. Weber stated that in order to reach the foreign women of Scranton they 
had been invited to attend the kindergarten with their children, and an hour of 
instruction has been given in each of the kindergartens to the foreign-born 
women coming in response to the invitation. 

He was to have the four-minute speakers in the moving-picture houses in 
Scranton make mention of the fact that night schools would open October 1, and 
he adopted my suggestion that an announcement be made on the screens by 
slides and was to take the matter up with the owners of the moving-picture 








EDUCATION AND AMERICANIZATION. 


183 


houses. Prof. Weber informed me that the school board had appropriated $16,000 
for night schools, but if that sum was not sufficient he would secure as much 
more as was needed. The Text-Book and Teacher’s Manual were shown to Mr. 
Weber and he was advised that at such time as he would make a report to the 
Bureau of Naturalization of the number of aliens in attendance upon the night 
schools and the number of teachers engaged in their instruction a sufficient sup¬ 
ply of text-books and teacher’s manuals would be supplied him. 

Every effort is being made by the Scranton school authorities to make the 
educational work a complete success, and Prof. Weber, the city superintendent 
of schools, and Thomas Francis, the night-school superintendent, are both greatly 
interested. There is every reason to believe that all the bureau desires as to 
their cooperation with it will be given. 

John C. F. Gordon. 

Respectfully referred to the bureau. 

Henry B. Hazard. 


Scranton Public Schools, 
Scranton, Pa., September 21, 1918. 

Mr. Richard K. Campbell, 

Commissioner of Naturalization, United States 

Department of Labor, Washington, D. C. 

Dear Sir : Our public night schools in Scranton will open Monday evening, 
October 7. We have gotten the cooperation of all of the different agencies in 
Scranton centered upon getting the non-English-speaking men in the evening 
classes and the non-English-speaking women in the afternoon classes organized 
in connection with our kindergartens. 

I shall be very glad indeed if you will send us again the cards of those who 
are seeking naturalization papers in order that we may look them up before 
the opening of the night school or early in the term. 

We should have about 24 citizenship textbooks to put in the hands of each 


teacher of a foreign class. 
Very sincerely, 


S. E. Weber, Superintendent of Schools. 


Scranton Public Schools, 

Scranton, Pa., Octobei' 18, 1918. 

Mr. Richard Iv. Campbell, 

Commissioner of Naturalization, United States 

Department of Labor, Washington, D. C. 

Dear Sir: I am very glad to know that you have prepared an engraved cer¬ 
tificate to be awarded to candidates for naturalization who satisfy the require¬ 
ments. I would like to have about a dozen of these certificates m order to dis¬ 
play them to the men in our public night school classes. I think the idea a 

m we e haveTust 0 “ompleted a census of non-English-speaking people beyond the 
age of 16, who reside in this city. Our night-school teachers and representa 
lives of various societies in this city are making personal canvasses to those 
■who should be interested in our evening or afternoon classes for non-En 0 lish- 

SP T a am wondering whether you would be willing to revive your practice of two 
1 n <To of sending the cards to us of those who are applying foi naturaliza- 
V nnrt also of writing them personal notices instructing them to go to 

thTpublic night schools for instruction in preparation for securing citizenship 

Pa ^fay I hear from you at an early date? 

\ery sincerely, Weber. Superintendent of Schools. 


Scranton Public Schools, 

Scranton, Pa., October 30, 1918. 

Mr. Richard K. Campbell, 

C ™Z7 a %menhTlalor Industry, Washington, D. C. 
Fraifci^siTpervisor of ^^e\ve'ning C schoolsl 1 and his assistants h'ave'just^com 





184 


EDUCATION AND AMERICANIZATION. 


pleted, dealing with the non-English-speaking people in the city of Scranton 
above the age of 16 years. I am quite sure that you will find this survey in¬ 
teresting. It has many illuminating points in it. 

At present, Mr. Griffiths, assistant supervisor of grade evening schools, is 
making duplicate copies of the names and addresses of those persons who are 
employed in the several industries, with a view to giving one copy to the 
employer and asking his cooperation in our efforts to get these foreigners into 
our night schools. 

The personal work that has been done in preparation for the opening of our 
night schools will in all likelihood have to be repeated as soon as the ban is 
lifted by the State health authorities. The data we have on hand furnishes 
very definite material for attacking the problem of Americanizing the foreigner 
in our midst most effectively. 

Very sincerely, 


S. E. Weber, Superintendent of Schools. 


Scranton, Pa., October 16, 1918. 

Dr. S. E. Weber: 

I herewith submit a report on the survey of non-English-speaking people 
over 16 years of age in the city of Scranton. 

The data for this survey were collected by the bureau of compulsory educa¬ 
tion in the city of Scranton during the summer of 1918. Cards similar to the 
following were used: 

SURVEY OF NON-ENGLISH-SPEAKING PEOPLE OVER 1C YEARS OF AGE. 


Name_ 

Age_ Sex- 

Address_ 

Present employer_ Place of employment_ 

Nationality_ Where born_ 

How long in United States_or native_ 

Naturalized_ First papers_ 

Speaks English_ Speaks what language_ 

Reads or writes what languages_ 

Property owner_ Lessee_ 

Contemplates return to old country after war_ 

Remarks_ 

Would you attend evening school if one is established in your district? 

These cards were then tabulated and classified according to the different 
items required in the survey. 

The information available from this survey will be of inestimable value to 
the school district of this city in planning its campaign for educating the for¬ 
eigners and making them citizens. 

The total of non-English-speaking residents of Scranton is as follows: 
Males, 2,260; females, 1,743; total, 4,003. 

You will notice that there is an excess of males. This is due to the fact that 
in most foreign sections of the city there is an excess of unmarried males. The 
custom prevalent among the males—unmarried foreigners—is to seek some 
place where they may procure lodging and the services of some one to cook 
their meals. They buy their own food and pay the boarding-house keeper 1 a 
small sum to prepare it. Because of this practice, it is not uncommon to find in 
one house with six rooms six or seven lodgers together with the owner and 
his family. This practice, I think, is due in a large measure to the ignorance 
of American ideals of living. This practice of living cheaply at the expense 
of health and sanitation should be discussed in the foreign classess with a view 
to having correct living conditions established among these people. 

A study of distribution of non-English-speaking people in Scranton over 16 
years of age, according to nationality, shows that the Polish are in the vast 
majority. The majority of these Polish people have come from Russian Poland. 
The Austrian Poles and German Poles are in the minority. The Lithuanians 
stand next in order of number. A large number of these are males and un¬ 
married. You will notice as you glance over the following table that the ma¬ 
jority of foreigners belong to the nationalities coming from southern countries 






















EDUCATION AND AMERICANIZATION. 


185 


of Europe—namely, Russia, Italy, Austria. This is due probably to the great 
influx of these people before the war because of our rapid stride along the lines 
of industrial activity. The following table shows the distribution of nou- 
Englisli speaking people in Scranton according to nationality: 



Males. 

Females. 

Total. 

Polish. 

903‘ 

762 

1,665 

724 

Lithuanians. 

463 

261 

Italians. 

210 

131 

341 

Austrians. 

360 

311 

123 

671 

283 

Russians.. 

160 

Slavish. 

116 

116 

232 

Hungarians. 

12 

22 

34 

Greeks. 

23 

9 

32 

Hebrew. 

6 

4 

10 

Syrian. 

5 

3 

8 

French. 

i 

1 

2 

German_______ 

i 


1 







2,260 

1,743 

4,003 


The majority of the foreigners in Scranton who can not speak English 
fluently come from Russia. A large part of these, as the preceding table 
shows, come from Russian Poland. A goodly number are Lithuanians. Austria 
Poland is also largely represented in the city. The group called natives in the 
following table are a miscellaneous group living in the foreign sections. Born 
in America, yet a large number of them could not speak the English language. 
This is a very startling fact, but true. A number of this group are illiterate. 
Some of them had been taken to Europe when children and later returned 
to this country. The general principle followed out by the attendance officers 
when taking this census was not to take data when the person spoke fairly good 
English. The basis for the survey is as nearly as possible the non-English 
speaking people. 

The following table shows the number of males and females according to 
place of birth: 


Russia. 

Austria_ 

Italy.. 

Natives. 

Germany... 
Hungary... 

Greece.. 

Assyria. 

England.... 

France.. 

Unknown.. 

Total 


Males. 

Females. 

Total. 

1,198 

822 

2,020 

652 

560 

1,212 

200 

135 

335 

109 

07 

297 

29 

32 

61 

6 

3 

9 

14 

11 

25 

3 

3 

6 


1 

1 


1 

1 

58 

68 

126 

3,260 

1,743 

4,003 


One of the most interesting studies of this survey has been in the character 
of citizenship, as the following table will show. The startling fact brought out 
by this survey is that we have in the city of Scranton 2,276 aliens in a group of 
4,003 non-English-speaking residents. In other words, about six in every ten 
of these non-English-speaking people are not citizens and have made no attempt 
to become citizens. Only about 12 per cent of the males in this group have 
taken out first papers for citizenship. Only 23 per cent of the non-English- 
speaking males of the city have been naturalized. The facts themselves are 
conclusive evidence that a very wise step was taken by the Scranton school 
district in making this survey in order to know at first hand just where we 
stand in regard to the foreign problem in this city. It would not be an unwise 
plan to have another survey made similar to this in a few years in order to 
compare data and see wherein we shall have solved some of the problems 
which it is evident this survey has pointed out. 
















































186 


EDUCATION AND AMEBICANIZATION. 


The following table shows the status as regards citizenship of the 4,003 non- 
English-speaking people in the city of Scranton: 



Males. 

Females. 

Total. 

Naturalized. 

511 

348 

859 

Having first papers. 

270 

163 

433 


1,248 

928 

2,176 

Unknown .... 

131 

197 

'328 

Natives. 

100 

107 

207 

Total ..... 

2,260 

1,743 

4,003 





A more detailed study of the foregoing table is given below. The data below 
shows that the great majority of unnaturalized non-English-speaking people 
come in a class over 21 years of age. This fact shows us that we are to deal 
with the mature adult when planning our campaign for citizenship. 

Table showing distribution of unnaturalized non-Englisli-speaking people be¬ 
tween 16 years and 21 years and over 21 years of age: 

ALIENS. 


Age. 

Males. 

Females. 

Between 16 and 21 years. 

96 

1,152 

77 

851 

Over 21 years. 

Total. 

1,248 

928 



A further study of the same group shows the number of these people in 
different age groups: 


ALIENS. 


16 to 19 years... 
20 to 24 years... 
25 to 29 years... 
30 to 34 years... 
35 to39 years... 
40 to 44 years... 
45 to 49 years... 
Over 50 years... 


Age. 


Males. 

Females. 

Total. 

1 

23 

24 

71 

72 

143 

149 

173 

322 

293 

153 

448 

276 

131 

407 

197 

87 

284 

147 

55 

202 

91 

54 

145 


The following table shows the distribution, according to ages, of the group 
classified as unknown as regards naturalization: 

UNKNOWN. 


Age. 


16 to 19 years... 
20 to 24 years... 
25 to 29 years... 
30 to 34 years... 
35 to 39 years... 
40 to 44 years... 
45to49 years... 
Over 50 years... 
Not recorded.... 


Males. 

Females. 

Total. 

3 

10 

13 

11 

17 

28 

19 

52 

71 

25 

34 

59 

16 

23 

39 

54 

6 

60 

6 


6 

2 


2 

24 


24 



































































EDUCATION AND AMERICANIZATION. 


187 


The following table shows the distribution according to age of the non- 
English-speaking people over 16 years of age having first papers for citizenship: 


Age. 

Males. 

Females. 

Total. 

16 to 19 years. 

4 

6 

10 

20 to 24 years. 

10 

15 

26 

25 to 29 years. 

26 

29 

55 

30 to 34 years. 

61 

38 

99 

35 to 39 years. 

56 

22 

78 

40 to 44 years. 

44 

14 

58 

45 to 49 years. 

33 

18 

51 

Over 50. 

32 

11 

43 

Not recorded. 

6 

6 






One of the strongest arguments for compulsory attendance in some class con¬ 
ducted by public school authorities for non-English-speaking unnaturalized 
persons is found in the following table. In most every instance the non- 
English-speaking male has lived in this country long enough to have become 
a citizen, but has not done so. It is surprising to learn from the table that 70 
per cent of the unnaturalized males have resided in this country over 13 years 
and have made no attempt to become citizens. It seems that the mission of 
this country just now is to take special pains to have this adult foreigner be¬ 
come an intelligent citizen of the United States. To do this it will be neces¬ 
sary eventually for the legislature of Pennsylvania to pass a bill making it 
compulsory for non-English-speaking people to learn the English language 
with a view toward citizenship. 

The following table shows the distribution of unnaturalized non-English- 
speaking people over 16 years of age according to length of residence in the 
United States: 


Years in United States. 

Males. 

Females. 

Total. 

1 to 4. 

52 

40 

92 

5 to 9 . 

335 

254 

589 

i0 to 14. 

333 

221 

554 

15 to 19. 

196 

112 

308 

20 to 24. 

77 

44 

121 

25 to 29 . 

33 

24 

57 

30 to 34. 

23 

9 

32 

35 to 39 . 

2 

2 

4 

40 and over. 

1 


1 

Not recorded .. 

50 

77 

127 






The following table shows the distribution according to length of residence 
of non-English-speaking people classified as unknown in regard to naturaliza¬ 
tion : 


Years in United States. 

Males. 

Females. 

Total. 


1 

3 

4 


4 

11 

15 

ininii .. 

4 

16 

20 

1 S 1Q 

* 

13 

18 

31 

20 to 24 . 

3 

11 

14 

25 to 29 . 


1 

1 

30 to 34 . 

1 

1 

2 

NTn nnmhftr vivAn . . . 

83 

132 

215 



































































188 


EDUCATION AND AMERICANIZATION. 


The following table shows the distribution of non-English-speaking people 
over 16 years of age in the city of Scranton who have first papers for citizenship 
in the United States, according to length of residence in the United States: 


Years in United States. 

Males. 

Females. 

Total. 

1 to 4 . 

11 

8 

19 

5 to 9. 

36 

26 

62 

io to 14 . 

90 

49 

139 

15 to 19 . 

68 

24 

92 

20 to 24.. 

30 

16 

46 

25 to 29 . 

14 

10 

24 

30 to 34. 

8 

4 

12 

35 to 39. 

1 

1 

2 

O vp.r 40. . . 

1 


1 

No number given. 

47 

6 

53 





Some of the people visited by the census taker for this survey were able to 
carry on a conversation in English, but with great difficulty. In most cases an 
interpreter was necessary to get the required data. 

The following table gives the number of people in the survey who could speak 
English sufficiently to carry on a conversation and the number that were unable 
to speak without the aid of an interpreter: 


• 

Males. 

Females. 

Total. 

Number able to speak English . 

824 

395 

1,219 

Number not able to speak English . 

1,436 

1,348 

2,784 





Illiterates in this survey are known as those persons who are unable to read 
or write any language. 

The following table will show the number of illiterates, male and female, 
of non-English speaking people in Scranton over 13 years of age: * 



Can not 
read or 
write any 
language. 

Can read 
and write 
some lan¬ 
guage. 


1,443 

817 

Females. 

1,185 

558 



The largest per cent of the non-English-speaking people of Scranton are en¬ 
gaged in the mining industry, i. e., among the males. The majority of females 
are employed in homes or live in their own homes. You will probably wonder at 
this statement because in Scranton one would imagine that the textile industry 
would claim a large part of females in this group. The fact is that most of the 
girls employed in the different mills of the city are natives, a large per cent 
having been born in the city of Scranton. In making this survey we did not 
count this class of females. I might mention here that the larger per cent of fe¬ 
males enrolled in the public night schools last year came from the females who 
were born in this country but whose parents were born abroad. 

Another interesting fact which the preponderance of females in domestic 
occupations shows is that if we reach these people it will be necessary to go to 
their several homes. I am glad to state that this is part of the present plan of 
the school board campaign to get the foreigner into the evening schools. 

















































EDUCATION AND AMERICANIZATION. 


189 


Below is a table showing the distribution of non-English-speaking people over 
the age of 16 years according to occupation: 


Occupation. 

Males. 

Females. 

Total. 

Mining. 

1,605 


1,605 

A 1 

Textile workers. 

oa 

Domestics. 


oO 

1 AQ9 

^±1 
1 AQ9 

Clerical. 

1 ^ 

1 f 

Q 


Trades. 


i n 


Mechanics. 



01 

Professions. 

A 



Business. 

1 A 

t 

1 7 

Laborers. 

3AJ. 

i 

9A<; 

Agriculture. 

A 


oOO 

6 

13 

167 

go 

United States military service. 

13 
167 

14 


Unemployed. .. 


Miscellaneous. 


- ---—-—--——- % 





There is a large number of the non-English-speaking people in this city who 
own property. You will notice that I have given both males and females. In 
most cases where the female has answered “ yes,” it has been shown that it 
was the husband who owns property. However, it was hard to get this data 
absolutely correct. 

The following table shows the distribution of property owners and lessees 
among the non-English-speaking people of Scranton over 16 years of age: 



Property 

owner.' 

Lessee. 

Not a 
property 
owner or 
lessee. 

Females. 

404 

001 

438 


431 

1 133 

696 




The present war has had a large share in determining the answers given 
in the following table. The question on the census card is, “ Do you contem¬ 
plate return to the old country after the war?” The majority of answers are 
“no.” I was surprised to see that the largest number who said “yes” are 
Austrians. 

The following table shows the answers of “ yes ” and “ no ” in regard to 
question of contemplated return to the old country after the war: 



Yes. 

No. 

Do not 
know. 

Males. 

32 

1,8.54 

1,530 

374 

Females.■.... 

25 

188 



Not very many non-English-speaking people in Scranton have expressed a 
desire to attend night school, as the following table will show. The table shows 
the distribution of answers “ yes ” and “ no ” in answer to the question, “ Would 
you like to attend night school in order to learn English?” 



Yes. 

No. 


130 

2,130 

1,697 

Females. . 

46 



















































































190 


EDUCATION AND AMERICANIZATION. 


The following table shows the distribution of non-English-speaking people 
over 16 years of age, according to wards of the city: 



Males. 

Females. 

Ward: 

First. 

161 

60 

Second. 

64 

56 

Third. 

14 

11 

Fourth. 

116 

94 

Fifth. 

177 

146 

Sixth. 

268 

227 

Seventh . 

142 

107 

Eighth. 

5 

5 

Ninth. 



Tenth. 

55 

27 

Eleventh. 

176 

192 




Males. 

Females. 

Ward—Continued: 

Twelfth. 

3 

1 

Thirteenth. 

159 

54 

Fourteenth. 

26 

23 

Fifteenth. 

98 

93 

Sixteenth. 

9 

6 

Seventeenth. 

25 

25 

Eighteenth. 

213 

193 

Nineteenth. 

27 

33 

Twentieth. 

141 

100 

Twenty-first.. .. 

265 

186 

Twenty-second. 

44 

48 


You will notice there are no non-English-speaking people in the ninth ward. 
This is probably due to the fact that this ward is a central city ward, and most 
of the people living within its confines could speak English intelligibly. 

I am indebted to Mr. Thomas Griffiths, assistant supervisor of evening 
schools, and a number of night-school teachers for helping me to prepare the 
foregoing data. 

Trusting this meets with your approval, I am, 

Sincerely, yours, 


Thomas Francis, 
Supervisor of Evening Schools. 


Scranton, Pa., December 3, 1918. 


Mr. Richard K. Campbell, 

Commisioner of Naturalization, Department of Labor, 

Washington, D. C. 


My Dear Mr. Campbell : I am writing again to inquire how soon we may have 
the night school certificate which you have in preparation. We want to use 
this certificate as a means of stimulating attendance in our night schools. 

We held a meeting recently with the employers of non-English-speaking 
labor. There was a spirit of cooperation in the meeting which I had not seen 
before. I believe we shall get good results as a consequence. 

Very sincerely, 


S. E. Weber, 

Superintendent of Schools. 


United States Department of Labor, 

Naturalization Service, 

Office of Chief Examiner, 
Philadelphia, Pa., December 7, 1918. 

Chief Naturalization Examiner, 

Philadelphia, Pa. 

1. Re bureau letter of the 21st ultimo, file 27671/577, addressed to Mr. S. E. 
Weber, superintendent of schools, at Scranton, Pa. 

2. While at Scranton on the 26th ultimo, I called on Mr. Weber, and dis¬ 
cussed with that official the prospects of success of the evening classes for adult 
foreigners in his locality. I found that classes had already been opened in 
many instances, having begun on November 18th. The opening date was post¬ 
poned one month on account of the spread of influeza in Scranton. Night 
classes at nine different points in Scranton, in connection with the public 
schools, are now in progress. Eight afternoon classes, for the instruction of 
foreign-born women, are also being maintained. In the latter classes I was 
told the attendance ranges from 8 to 15 at each session. I was told by Mr. 
Weber that a large meeting had been planned for the night of the 26th of No¬ 
vember, but I was unable to remain in Scranton for this meeting, having a 
hearing at Wilkes-Barre set for the same hour. The meeting in question was 






































EDUCATION AND AMERICANIZATION. 


191 


brought about to enable Mr. Weber to get in touch with all the foremen and 
superintendents of the large industrial plants of that vicinity. A newspaper 
clipping covering the event is transmitted herewith. I requested Mr. Weber to 
announce at this meeting the bureau’s plan to take declarations of intention 
in all the large industrial plants, and suggested that he call attention to some 
of the advantages to be derived by such a course. Mr. Weber was heartily in 
favor of this plan and urged that it be put into operation at the earliest posi- 
ble date. He also requested that the Bureau of Naturalization send him several 
sample forms of the diploma to be presented those who attend night school. 
This matter I recently discussed with Mr. Shoemaker, at Washington. While 
at Scranton I learned that Mr. Clinton C. De Witt, connected with the Ameri¬ 
canization movement of this State, was in town, and I hastened to locate him. 
Mr. De Witt is much interested in the work of this service. He stated to me 
that it was his opinion this service had accomplished great things along the 
line of Americanizing the foreigner. 

H. A. Willson. 

Respectfully referred to the Commissioner of Naturalization. 

J. M. Gurnett. 


United States Department of Labor, 

Naturalization Service, 

Office of Chief Examiner, 
Philadelphia, December 11, 1918. 

Mr. S. E. Weber, 

Superintendent of Schools, Scranton, Pa. 

Dear Sir : 1. Receipt is acknowledged, with thanks, of your letter of the 30th 
ultimo addressed to Examiner Willson of this office, together with its inclosures, 
concerning the Americanization meeting held in your city on the 26tli ultimo. 

2. It is gratifying, indeed, to note that all forces for good in Scranton are 
solidly behind you in your efforts to Americanize the adult aliens of your 
community. 

3. With reference to the matter of visiting the various industrial plants of 
Scranton, with a view to assisting the aliens in the filing of their naturalization 
papers and in stimulating their interest in night-school work, would it not be 
well to hold a meeting preliminarily to visiting the plants, and could you not 
arrange such a meeting at which would be present such nfen as Mr. DeWitt, 
Mr. W. W. Ingliss, Mr. W. L. Allen, Mr. John G. Hayes, Capt. W. A. May, Mr. 
Charles Corrance, jr., Mr. Thomas Francis, yourself, and the writer, and any 
other persons who might be interested? It will be possible for the writer to go 
to Scranton on the 20tli instant to attend such a meeting. Ways and means of 
carrying on the^work at Scranton could then be fully discussed and the machinery 
of this service set in motion. 

4. The Bureau of Naturalization at Washington has been requested to send 
you a copy of the proposed citizenship certificate of graduation. 

5. It is\lesired to know whether you have sufficient of our official students’ 
textbooks and teachers’ manuals to place one copy each in the hands of the 
night-school teachers and one copy of the textbook in the hands of each adult 
alien in the night classes. If not, kindly inform this office of the number you 
need, and they will be sent to you without delay from this office. 

6. Please inform this office whether, as suggested above, a meeting can be 
held on the 20th instant; and if so, the time and place the meeting will be held. 

Very truly, yours, 

J. M. Gurnett, 

Chief Naturalization Examiner. 


[Telegram.] 


Scranton, Pa., February If, 1919. 


Richard K. Campbell, 

Commissioner of Naturalization, Washington, D. C.: 
Please send at once 300 Crist’s Students’ Textbooks. 


S. E. Weber. 


150116—19-19 





192 


EDUCATION AND AMERICANIZATION. 


Scranton, Pa., February 5, 1019. 

Mr. Richard K. Campbell, 

Commissioner of Naturalization, Washington, D. C. 

Dear Sir: I desire to thank you at this time for sending us, through Mr. 
Willson, a number of sample certificates. We are having these certificates 
framed for exhibition in the various night schools where foreigners are in at¬ 
tendance. 

You will be interested to know that the Delaware, Lackawanna & Western 
Coal Co., of this city, is pressing this movement with vigor. One mine super¬ 
intendent brought to one of our evening school buildings 50 men who have regis¬ 
tered for instruction. This evening they have promised to bring a similar num¬ 
ber to another building. I believe that all of these men will stay long enough 
to take advantage of the courses we offer. We have put the best teachers we 
have in charge of the classes. 

I shall be delighted to have you send, at an early date, a man who will go from 
one employer to another with a view to enrolling those who should take steps 
to become naturalized. The Scranton school district will render every coopera¬ 
tion to your department in this canvass. 

Very sincerely, S. E. Weber, 

Superintendent of Schools. 


Scranton, Pa., April 8, 1919, 


Mr. Richard K. Campbell, 

Washington, D. C. 

My Dear Mr. Campbell : The foreigners that have finished the prescribed 
course in citizenship, and who have successfully passed the examination In the 
same, will receive their diplomas at a commencement held on the night of the 
24th of this month. 

We are planning to make this a big event. It is contemplated at present to 
have all the foremen in the various collieries bring the men under their super¬ 
vision to this commencement. 

Our program is arranged with but one exception; we want you to come and 
talk to us on commencement night. I realize that you are very busy, and that 
matters of grave importance demand your attention; this, however, I am sure, 
will receive your attention. Both Dr. Weber and myself are quite anxious to 
have some one here from the department to make good our promises to the men. 

I have ordered the diplomas through Mr. Gurnett, of Philadelphia. I suppose 
this is the correct procedure-; if it is not, will you .see that we receive about 50 
diplomas within a few days. I will look for an early reply. 

Respectfully, yours, 


Thomas Francis, 
Supervisor of Evening Schools. 


Scranton, Pa., April 10, 1919. 

Mr. Thomas B. Shoemaker, 

Deputy Commissioner, Washington, D. C. 

My Dear Mr. Shoemaker : On the 24th of April, 1919, we expect to have a 
big time at Scranton. Nearly half a hundred foreigners will receive their 
diplomas, issued by the Department of Labor. 

We would be pleased to have you come to our commencement. May we count 
on you to be here? 

Sincerely, yours, Thomas Francis, 

Supervisor of Evening Schools. 


Scranton, Pa., April 10, 1919. 

Raymond F. Crist : 

May we count on having you come to Scranton for the commencement night 
of our citizenship class? You will be pleased to know that we contemplate hav¬ 
ing about 50 men graduate in the citizenship class. We expect to make this a 
big event in our Americanization work in Scranton. 






EDUCATION AND AMERICANIZATION. 


193 


At commencement night those who have successfully passed the examination 
prepared by the supervisor of evening schools, and sanctioned by the examiner 
at Philadelphia, will receive diplomas, issued by the Department of Labor. 
Would be pleased to hear from you. 

Respectfully, yours, Thomas Francis, 

Supervisor of Evening Schools. 


[Telegram.] 


Thomas Francis, 

Supervisor of Evening Schools, Scranton, Pa.: 

Will attend commencement exercises April 24. 

Raymond F. Crist, 

Director of Citizenship. 


Raymond F. Crist, 

Washington, D. C. 


Scranton, Pa., October 1, 1919. 


Dear Mr. Crist: Twenty-two thousand handbills similar to the one inclosed 
have been placed in the hands of non-English-speaking people in this city this 
week. Every industry employing foreign labor cooperating, with a view to 
have non-English employees attend the evening school or afternoon classes. 
All the women’s organizations making a personal canvass this week among the 
non-English-speaking women. Four-minute men are speaking in all the show 
houses. Slides in all the movies announcing the opening of the night school 
on October 1, 1910. Each superintendent and foreign leader will be a worker 
this week. 

Watch us at Scranton. 

Will be glad to receive any new suggestions to help the work along. 

Very truly, yours, 


Thomas Francis, 


Supervisor of Evening Schools. 


Scranton, Pa., October 3, 1919. 

Mr. Raymond F. Crist, 

Director of Citizenship, Washington, D. C. 

My Dear Mr. Crist : The classes in our grade night schools, to be opened 
Monday evening, October 6, 1919, are just as much intended for illiterate Ameri¬ 
cans as they are for non-English-speaking men and women. 

The board has agreed to open as many rooms as the registration warrants. 
We usually require 15 to a separate teacher and separate rooms. 

Very sincerely, 

S. E. Weber, 

Superintendent of Schools. 


Scranton, Pa., October 14, 1919. 


Henry B. Hazard, 

Acting Director of Citizenship, Washington, D. C. 


My Dear Mr. Hazard: Inclosed please find requisition (filled in). We are 
glad to know that you will help us in our Americanization work at Scranton. 

The evening classes for no%English-speaking people opened last week with 
an enrollment of 530. We expect that this number will be greatly increased 

within a very short time. _ „ . . . 

One of the unique features this year is the class for non-English-spealdng 
women, held in the evening. One class has opened with an enrollment of 18 

typical non-English mothers, all Italians. 

As the work progresses I shall be glad from time to time to give you any 


other particulars of our work. 
Thanking you, I am, 
Sincerely, yours, 


Thomas Francis. 






194 


EDUCATION AND AMERICANIZATION. 


RESUME OF AMERICANIZATION WORK AT CLIFTON, PA. 

[Excerpt from report of Chief Naturalization Examiner J. M. Gurnett, dated Dec. 18, 1918.] 

A flourishing evening Engiish-citizenship school, with 3 teachers and 25 adult 
alien pupils, is being conducted in the town of Clifton under the auspices of the 
superintendent of schools and the women’s clubs of the town of Lansdowne, Pa. 
Lansdowne, situated some 7 miles from Philadelphia, has no alien residents, but 
the good women of that town have patriotically stepped forward and furnished 
the money necessary to pay for the cost of Americanizing the Polish settlement 
of Clifton, some 2 miles from Lansdowne. 

There is attached hereto a very interesting report by Mrs. Irene L. Maxwell, 
president of the Americanization Federation of Lansdowne. This report shows 
what was accomplished during the first year of the Federation’s activity. 

The first annual report of the Americanization Federation of Lansdowne out¬ 
lines the work accomplished in Clifton: 

“ 1. Night school organized for adult foreigners and held at the Clifton public 
school two nights a week. The Clifton school board gives the use of the building, 
heat, light, and janitor service. The Federation pays the salaries of trained 
teachers. Over $400 required last winter for teachers’ salaries alone. 

“ 2. Sunday mass meetings held monthly in the Clifton Moving Picture Hall 
with attendance of three and four hundred foreigners. Meetings afford a splen¬ 
did opportunity for establishing a more friendly attitude and also for impressing 
American topics and ideals. Fine musical programs are always provided, besides 
Polish speakers, who emphasize current topics as well as special messages for the 
day. 

“ 3. Friendly visiting: The foreign neighborhoods are visited twice a month by 
a number of Lansdowne volunteers ostensibly to invite the people to a Sunday 
mass meeting or to one of the— 

“ 4. Mothers’ parties held monthly. 

“ 5. Weekly sewing class for mothers and older girls held Saturday afternoons. 

“ 6. Girls’ Club for the Polish mill girls, meeting weekly. 

“ 7. Saturday classes for children, large and regularly attended. 

“A young Polish girl of 14 adopted by the Federation. 

“Ambition of Federation to see a ‘ Clifton Community House ’ erected and a 
welfare worker appointed there. This letter incloses a copy of a letter asking 
for funds, addressed to mill owners of Clifton.” 

In response to a communication sent out from the Division of Citizenship 
Training, under date of September 29, 1919, the division was advised by the 
superintendent of schools of Clifton that the work in that city is still in charge 
of the Women’s Club of Lansdowne. 

The Lansdowne Americanization Federation is also cooperating with the 
school boards of Burmont and Oak View, Pa., and has sent letters to the mill 
owners in these communities asking for funds with which to carry on this work. 


South Bethlehem, Pa., 

November 23, 1918. 

Mr. Raymond F. Crist, 

Deputy Commissioner of Naturalization, 

United States Department of Labor, Washington, D. C. 

Dear Sir : On behalf of the council of defense of the Bethlehem district, I beg 
to acknowledge the receipt of your communication of October 28 in relation to the 
Americanizing alien candidates for naturalization. 

Our organization will be glad to cooperate with your department if proper 
coordination can be arranged. 

Yours, very truly, W. A. Wilbur, 

Chairman Bethlehem District (Pa.) Council 
of National Defense and Committee of Public Safety. 



EDUCATION AND AMERICANIZATION. 195 

[Excerpts from report of chief naturalization examiner, Philadelphia, Pa., re educational, 

Bethlehem, Pa.] 

United States Department of Labor, 

Naturalization Service, 

Office of Chief Examiner, 
Philadelphia , Pa., January 5, 1919. 

All educational activities at Soutli Bethlehem, the home of the Bethlehem 
Steel Co., which employs from eight to ten thousand foreign-born unnaturalized 
persons, are under the supervision of Mr. J. F. Mulligan, of the bureau of labor 
and safety of the Bethlehem Steel Co. * * * 

Mr. Mulligan gave me the opportunity to explain to him thoroughly the as¬ 
sistance the bureau stands ready to give him, his teachers, and the students of 
the Bethlehem public school Americanization classes. After glancing through 
the textbook and manual he pronounced them very excellent works and stated 
he wanted at least 500 textbooks and 30 teacher’s manuals immediately, and 
that at the proper time he will want graduation certificates. 

Mr. Mulligan informed me that every priest and minister in every church in 
Bethlehem will to-day (Sunday) speak upon Americanization and will urge all 
aliens needing instruction to attend the evening classes. Mr. Mulligan antici¬ 
pates an overflow attendance, and if his expectations are correct additional 
classes will be organized in the basements of one Protestant and one Catholic 
church, the clergymen in both instances having stepped forward and offered 
this cooperation to Mr. Mulligan. It is understood the basements in question 
are well lighted and equipped with desks and chairs, blackboards, stationery, 
etc. 

The matter of filing papers was discussed exhaustively with Mr. Mulligan. 
Last month this office shipped to Mr. Mulligan 500 facts for declaration and 500 
requests for certificate of arrival forms. Mr. Samuel Strauss, of the labor and 
safety department, of the steel plant, has been charged by Mr. Mulligan with 
the duty of assisting all aliens in the preparation of these preliminary forms. 
As Mr. Strauss converses fluently in six languages, he is an invaluable aid to 
prospective citizens. Every alien in the plant knows where to go to receive 
advice in regard to filing of citizenship papers, and Mr. Strauss reports that 
during the last month he has assisted in the preparation of upwards of 100 
preliminary forms and advised the aliens where to go to file the papers, a most 
important thing, since Bethlehem lies in two counties, and the alien is told to 
file his paper in the office of the prothonotary of the county in which he sleeps 
or has his home. * * * 

All in all, the educational prospects at Bethlehem are most promising. Mr. 
W. A. Wilbur, chairman of the Bethlehem district, Pennsylvania Council of 
National Defense, is much interested, but as the council has no money, it can 
lend only its moral support, which, however, is no inconsiderable thing. Mr. 
Wilbur was interviewed by me at length, as was also Mr. P. J. Morrissey, as¬ 
sistant community organizer, War Camp Community Service, at South Bethle¬ 
hem. Mr. Morrissey has two moving-picture projectors, gives free moving- 
picture entertainments to aliens, gives them complete freedom of the spacious 
building under his charge, which contains a finely equipped gymnasium, with 
punching bags, boxing gloves, pool and billiard tables, all sorts of exercises, 
dumb-bells, Indian clubs, etc., a first-class dance hall, and a dozen shower baths. 
Mr. Mulligan and Mr. Morrissey, I am told, are universal favorites in Bethle¬ 
hem, the one as leader in Americanization school work and the other as leader 
in recreational work. Mr. Morrissey has spent his life in recreational and 
athletic work, and it is said he has overflow meetings in the building under 
his charge. Mr. Morrissey states he is endeavoring to have the city authorities 
or the steel plant take over the building for public use when the War Camp 
Community Service ceases to retain it. 

Further developments in the situation at Bethlehem are expected in the very 
near future, and the bureau will be promptly advised of them at the proper 
time. 

J. M. Gurnett. 


rExcerpt from Chief Naturalization Examiner J. M. Gurnett’s report, dated Jan. 23, 
1919; re bureau files 27671/520 and 27671/1306, educational activities, South 
Bethlehem, Pa.] 

Herewith find self-explanatory report submitted under date of the 22d in¬ 
stant by Examiner Willson. The 500 textbooks called for by Mr. Mulligan have 



196 


EDUCATION AND AMERICANIZATION. 


been shipped direct to him by this office. It is requested that the 50 teachers’ 
manuals called for be mailed immediately from the bureau to Mr. J. It. Mulli¬ 
gan, director of night schools,- South Bethlehem, Pa., care of the Bethlehem 
Steel Co. There is inclosed herewith Mr. Mulligan’s receipt for the textbooks 
and the manuals, so that it will not be necessary to send a blank receipt form 
to Mr. Mulligan for the manuals he desires. 


United States Department of Labor, 

Naturalization Service, 

South Bethlehem , Pa., January 22, 1919. 

Chief Naturalization Examiner, 

Philadelphia, Pa. 

1. Re educational activities at South Bethlehem, Pa. Bureau file 27671. 

2. Please find herewith Nat. Ed. 166,- signed by J. II. Mulligan, director of 
the night schools of South Bethlehem, and calling for 500 students’ textbooks 
and 50 teachers’ manuals, for use in the instruction of foreigners in this city. 

* * Mr. Mulligan, however, is in direct charge of all night-school activ¬ 

ity in South Bethlehem, and is recognized as the one public official empowered 
to advance the Americanization program of this vicinity. 

3. I am advised that the present enrollment in the citizenship classes is 278, 

nnd that this number will be more than doubled before the close of this school 
year. At the Bethlehem Steel Works a thorough canvass is being made with 
a view to determining just how many employees are in need of instruction in 
English and citizenship responsibilities. * * * 

4. Mr. Mulligan is actively cooperating with the Bureau of Naturalization. 
The textbooks and manuals should be forwarded at the earliest possible date, 
and every effort should be exerted to render him effective aid in order that 
the success of his night-school program may be assured. 

H. A. Willson. 

Respectfully referred to the Commissioner of Naturalization. 

.T. M. Gurnett. 


[Excerpt from Chief Examiner J. M. Gurnett’s report, dated Feb. 13, 1919.] 

It is pleasing to report that through the good offices of Mr. J. Mark Frey, 
secretary of Lehigh University, South Bethlehem, Pa., Superintendent of City 
Schools Mr. James N. Muir has agreed that he will cooperate in every way 
with the bureau and with this office in its educational work. * * * Mr. 

Muir will join with Mr. Frey in the signing of the graduation certificates that 
will be prepared. Mr. Frey reports that Mr. Muir wants to assure us that he 
can be counted on to cooperate fully with the bureau. * * * 


United States Department of Labor, 

Naturalization Service, 

Office of Chief Examiner, 
Philadelphia, Pa., May 5, 1919. 

Commissioner of Naturalization, 

Washington, D. C. 

1. Re graduation exercises South Bethlehem, Pa. 

2. On Saturday evening, the 3d instant, graduation exercises were held in the 
high-school auditorium at South Bethlehem, Pa., at which 48 petitioners for 
American citizenship were awarded the departmental graduation diploma. 
There are attached hereto two copies of the program. The ceremonial w r as ex¬ 
ceedingly impressive, The school auditorium was beautifully decorated with 
the national colors. Upward of 200 interested citizens of Bethlehem attended 
the meeting, among whom was Maj. Case, in charge of United States Army work 
at the Bethlehem steel plant. 

3. The musical selections were unusually well rendered, and in addition to 
those shown on the program there were songs and instrumental selections by 
graduating students. 

4. The principal address of the evening was delivered by Hon. Russell C. 
Stewart, judge of the common pleas court for Northampton County. His re- 





EDUCATION AND AMERICANIZATION. 


197 


marks were repeatedly interrupted by vigorous applause, lie spoke most feel¬ 
ingly of the loyalty of American soldiers of foreign birth, and declared that it 
was the spirit of America which gripped the hearts of American soldiers, not 
only native but foreign born, who stepped in front of the onrushing Germans 
on the road to Paris last summer, and saved Europe as well as the world from 
the blight of despotism. Judge Stewart told how, in the olden days before 
the passage of the act of 1906, naturalization was a political weapon in the 
hands of designing politicians. He declared that the first Americanization bill 
ever passed by Congress was that enacted in 1906, which created the Bureau of 
Naturalization and took citizenship out of politics and exacted from each and 
every applicant for citizenship a knowledge of our language and institutions. 

5. The writer briefly traced the history of naturalization and Americaniza¬ 

tion work, commended the students for the interest they have taken in American 
citizenship, and requested them to urge their friends and acquaintances to pur¬ 
sue the same course they have followed in attending the public-school classes, 
and told the audience about the good work of J. Mark Frey, who without obtain¬ 
ing remuneration from any source, prepared all of the students for gradua- 
ation. * * * 

6. Mr. James N. Muir, superintendent of schools, signed the graduation certi¬ 
ficate as superintendent of schools, and Mr. Frey signed as director of Ameri¬ 
canization. 

7. The bureau is informed that Bethlehem and South Bethlehem are one and 
the same city school district and Mr. Muir is superintendent of the entire city 
school district. Mr. Frey teaches all petitioners for naturalization. In addition 
to teaching, he sees to it that the men tile in the proper court, as Bethlehem is 
situated in two counties and some of its residents must go to Allentown and 
others to Easton to file their naturalization papers. 

8. There are elementary Americanization classes in Bethlehem, but it is 
understood the attendance has been very poor this year on account of war work, 
necessitating long hours of work upon the part of the laborers, who could not 
attend school in the evenings. Mr. Frey looks for an increased attendance 
next fall. 

9. A flashlight picture was taken of the graduation exercises, a copy of which 
will be forwarded to the bureau when Mr. Frey furnishes this office with it. 

10. Inclosed herewith please find a list of the persons who received gradua¬ 
tion certificates at South Bethlehem on the 3d instant. 

J. M. Gurnett. 

[Program of naturalization class exercises, high-school auditorium, Saturday, May 3, 

1919, at 8 o'clock.] 

1. America, by Czecho-Slovak Association and audience. 

2. Selection, “ Uboj-Uboj,” Czecho-Slovak chorus. 

3. American trio, II. It. Walters, violin ; F. C. Walters, cello; Miss Mauriel E. 
Danner, piano. 

4. Greetings, Hon. Russell C. Stewart, judge Northampton County court. 

5. Baritone solo, Mr. James D. Sourber, Lehigh University. 

6. Cornet and flute duet, Andrew Wargyas and Stephen Osvatics. 

7. Violin solo, Mr. Lewis Gyuran. 

8. Address, Mr. J. M. Gurnett, chief naturalization examiner. 

9. Selection, “ Kde domon Muj,” Czecho-Slovak chorus. 

10. Cornet solo, Mr. Joseph H. Linko. 

11. Awarding of certificates, Mr. James N. Muir, superintendent of schools. 

12. Star-Spangled Banner. 

John Karvas, post-office box 158, Freemansburg, Pa. 

Meszaros Illes, 652 Bradley Street, South Bethlehem, Pa. 

Anton Winkelbauer, 405 Taylor Street, South Bethlehem, Pa. 

Alex Segeedy, 407 Taylor Street, South Bethlehem, Pa. 

John Diniese, 914 East Mechanics Street. South Bethlehem, Pa. 

Lewis Bago, 406 Vineyard Street, West Bethlehem. Pa. 

Julius Demke, 708 Broadway, South Bethlehem, Pa. 

Frank Spirk, 961 Wyandotte Street, South Bethlehem, Pa. 

Frank W. Millward, R. F. D. No. 1, Hellertown, Pa. 

John Pavolka, 612 Linden Street, South Bethlehem, Pa. 

Harrv Jules, Bethlehem, Pa. 

Frank Jancearice, 544 Wyandotte Street, South Bethlehem, Pa. 

Martin Murs, 328 East Fifth Street, South Bethlehem, Pa. 


198 


EDUCATION AND AMERICANIZATION. 




Frank Ceov, 303 East Fifth Street, South Bethlehem, Pa. 
Michael Herozeg, 848 Mechanic Street, South Bethlehem, Pa. 
Thomas Amant, 546 Wyandotte Street, South Bethlehem, Pa. 
Mike Straka, 709 Bedde Street, South Bethlehem. Pa. 

Antonio Zacharias, 756 Seneca Street, South Bethlehem, Pa. 
Andro Silvay, 326 Pine Street, South Bethltliem, Pa. 

Joseph Rajeteter, 710 Linden Street, South Bethlehem, Pa. 
Frank Selvage, Bethlehem, Pa. 

Adolph Dornblatt, 422 New Street, South Bethlehem, Pa. 

John Malitski, 619 Taylor Avenue, South Bethlehem, Pa. 

John Tapajcik, 647 Ridge Street, South Bethlehem, Pa. 

Charles Doncsez, 318 Fifth Street, South Bethlehem, Pa. 

Fred Salber, 12 West Fourth Street, Bethlehem, Pa. 

Stephen Krska, 619 Laufer Avenue, South Bethlehem, Pa. 
Semen Smit, 614 Center Street, South Bethlehem, Pa. 

Julius Geier, 832 East Fourth Street, South Bethlehem, Pa. 
Peter Perion, South Bethlehem, Pa. 

Andro Yakabocin, 645 Center Street, South Bethlehem, Pa. 
Andro Spevak, 654 Rege Street, South Bethlehem, Pa. 

John Lipka, 566 Hillside Avenue, South Btehlehem, Pa. 
Michael Glagola, 570 Hillside Avenue, South Bethlehem, Pa. 
Michael Schramko, 729 Center Street, South Bethlehem, Pa.. 
Andrew Sobota, 484 Terrace Avenue, South Bethlehem, Pa. 
Andrew Wargyas, box 15, Freemansburg, Pa. 

John Zakovie, 622 Atlantic Street, South Bethlehem, Pa. 
Joseph Sopko, 531 Selfredy Street, South Bethlehem, Pa. 
Stephen Bedner, 618 Atlantic Street, South Bethlehem, Pa. 
Frank Schraggio, 410 Folk Street, South Bethlehem, Pa. 
Frank Epinger, 1619 East Third Street, South Bethlehem, Pa. 
Remus Serban, 130 School Street, South Bethlehem, Pa. 

Andrew Sabol, 708 Hayse Street, South Bethlehem, Pa. 

John Sterzen, 564 Hillside Avenue, South Bethlehem, Pa. 
Stephen Tckar, 729 Jtide Street, South Bethlehem, Pa. 

Joseph Domenick, 808 Cherokee Street, South Bethlehem, Pa. 
Patsy Tallarico, 648 Broadway Avenue, South Bethlehem, Pa. 


PENNSYLVANIA PUBLIC SCHOOL LEGISLATION. 

Letter from Gov. M. G. Brumbaugh, dated September 15, 1916, shows that 
public schools of the character with which the bureau cooperates, have already 
been established in Pennsylvania in almost every important center and that the 
Pennsylvania laws specifically provide for the education of adults and make it 
possible for the use of public money for that purpose. Reference is had to 
section 50, Pennsylvania School Code, 1911. 

The governor further states that as superintendent of schools of Pennsyl¬ 
vania for a number of years, he personally organized the work and was a mem¬ 
ber of the code commission to see that the provision for its application through¬ 
out the State was made in the organic law. 

Letter from R. S. Taylor, apparently connected with the Rotary Club, Bethle¬ 
hem, Pa., states that the School Code of Pennsylvania permits the payment for 
services in connection with evening classes for adults out of school funds. 

Letter from Gov. Brumbaugh, June 21, 1918, advises that under the School 
Code of Pennsylvania, ample power is given to every school board in the State 
to establish any type of school at public expense which in their judgment may 
seem wise, and that there is included ample provision and complete authority 
to carry out the wishes of the Bureau of Naturalization in connection with the 
education of the foreign born. 

Governor further stated that he would ask the Department of Education of 
Pennsylvania to institute at once a State-wide propaganda for provisions of 
this character; that he was in hearty sympathy with the entire movement and; 
would exert his whole power for its speedy enforcement. 


Financial obligations will be voluntarily assumed by the school district in 
connection with the citizenship classes at Berwick, Pa. 

The following is a copy of a letter dated March 28, 1919, from J. Y. Sham- 
bach, superintendent of schools at Berwick, to the bureau: 









EDUCATION AND AMERICANIZATION. 


199 


“ You have doubtless received my letter of March 18 and an inclosure. 

“ Thus far the school board here has done nothing concerning the naturaliza¬ 
tion movement; and I can not tell when they will. The inclosed copy of a letter 
is self-explanatory. It indicates that I have done as much as I feel that I can 
at the present time. 

“ If you have any additional suggestions to offer, they will be appreciated.” 

The following is a copy of the letter referred to by Superintendent Sham- 
bach, addressed to Mr. William C. De Long, director of Americanizcation, under 
date of March 25, 1919: 

“Dear Mr. De Long: Letter No. 16-2794 sent from the office of the chief 
naturalization examiner, room 316, Federal Building, Philadelphia, Pa., is be¬ 
fore me. Complying with the requirements indicated therein it gives me great 
pleasure to appoint you as director of public school Americanization classes for 
the borough of Berwick, Pa. 

“ You will follow all directions sent by the Naturalization Bureau, and you 
will prepare and forward promptly all reports required by this bureau. 

“ If any financial obligations are to be assumed by the school district in con¬ 
nection with this work, these will be assumed voluntarily by the school board 
at a regular meeting of this body. 

“ With best wishes for your continued success in this exceedingly important: 
work, I am, 

Sincerely, yours.” 


The Evangelical Lutheran Church of the Holy Trinity, 

Palmerton , Pa., January Ilf, 1019. 

United States Department of Labor, 

Bureau of Naturalization, 

Washington, D. C. 

Gentlemen : Having been appointed supervisor of the English schools for 
foreign-speaking employees conducted by the New Jersey Zinc Co., of Penn¬ 
sylvania, in this town, I am writing to ask that my name be placed on your 
mailing list so that I may receive any publications of your bureau, which 
would be of value to me in my work. 

May I ask whether it would be possible to furnish me with about 50 copies 
of the latest edition of Naturalization Laws and Regulations and what the 
charge would be for the same? 

I am particularly anxious to have a copy for myself as there are quite 
a number of men here who desire to prepare for naturalization and we desire 
to shape our courses so as to make them contribute to their thorough readiness 
for whatever is required of applicants. 

Thanking you in advance for the courtesy of a reply suited to your earliest 
convenience. 

Cordially, * Ciias. K. Fegley, Pastor. 


United States Department of Labor, 

Bureau of Naturalization, 
Washington, January 31, 1910. 

Chief Examiner, 

Philadelphia. 

1. A copy of a letter dated January 14, from Clms. Iv. Fegley, pastor of 
the Evangelical Lutheran Church, Palmerton, Pa., is inclosed. 

2. Please have an examiner call orf Mr. Fegley with a view to arranging 
to have bis school placed under public school supervision, if it is not already 
so, in order that lie may receive the Student’s Textbooks, Teachers Manuals, 
Certificates of Graduation, films and naturalization forms. 

3. Instruct the examiner to call also upon the officials of the New Jersey 
Zinc Co. and explain the bureau’s plans of cooperating with them. 

4. Report promptly to the bureau the result of these interviews. 

Richard K. Campbell. 




200 


EDUCATION AND AMERICANIZATION. 


United States Department of Labor, 

Naturalization Service, 
Pabmeaton, Pa., February 11, 1019. 

Chief Naturalization Examiner, 

Philadelphia, Pa. 

1. Re educational activities, fit Palinerton, Pa. Bureau letter of 31st ultimo, 
file 27671/1737. 

2. Upon my arrival at this place, this morning, I obtained an appointment 
with Rev. Charles K. Fegley, who is supervising the instruction in foreign 
classes being conducted by the New Jersey Zinc Co., of Pennsylvania. The 
classes, which are held in neighborhood houses at three different points, have 
had nine sessions thus far, with an average atendance of 37. English, civics, 
reading, and writing fire taught. One public-school teacher and five other in¬ 
structors teach the subjects at these night schools, which are open to the public, 
though the classes are maintained by the company. Mr. Feglej' has recently 
been named as the company’s supervisor of this work. 

3. While the classes in question are open to the public, the superintendent of 
schools, Mr. C. E. Cole, has never rendered any cooperation, or attempted any 
supervision in the premises. Realizing the necessity of enlisting the active 
support and cooperation of that official, in order that this bureau might render 
effective aid, I sought an interview with the superintendent with that aim in 
view. 

* * * * * * 

Following our conference, however, Mr. Cole assured me that he would co¬ 
operate with the Bureau of Naturalization in whatever manner desired. Fol¬ 
lowing my nterview with Mr. Cole I called on Mr. W. M. Kreglow, secretary 
of the school board and chairman of the county council of defense. I presented 
to Mr. Kreglow a tentative form, whereby the school board would name Mr. 
Fegley as director for the night schools, which would clearly place these classes 
on a public-school footing. He has assured me that favorable action will be 
taken on this matter at the next meeting of the board, on the 14tli instant. Mr. 
Kreglow will report to you the action taken by the school board at its coming 
meeting. 

4. This afternoon the writer held a conference with Mr. William M. Kelsey, 
superintendent of the New Jersey Zinc Co., of Pennsylvania, with Messrs. 
Fegley and Kreglow present, at which conference the matter of thorough coop¬ 
eration between the public schools, the company, and the Bureau of Naturaliza¬ 
tion was fully discussed. Mr. Kelsey advised us that he stood ready to assist 
the superintendent of schools, in the matter of maintaining citizenship classes, 
to the extent of his ability. He stated that he had no desire to build up a 
strictly company school; that the public was welcome, and he hoped the time 
would come when the classes would grow to such an extent that the public 
schools would see the necessity of taking them over altogether. I presented 
the bureau’s plan of filing declarations of men employed in industrial plants, 
and he expressed his entire accord with the movement. Respecting the place in 
which classes are held, I do not believe an effort should be made at this time 
to have the classes conducted in the public school buildings. The school funds 
will not admit of expenditures for their upkeep; the school buildings are incon¬ 
venient as to location, and the seats are not adapted to men. I visited one of 
the neighborhood houses, and found it fully equipped for work such as contem¬ 
plated by Mr. Fegley. It is modern in every detail. The buildings are pro¬ 
vided with assembly rooms, writing rooms, reading rooms, etc. In fact, no 
better place for the instruction of foreigners could be provided. 

5. As the zinc company in question employs more than 3,500 men, with more 
than 50 per cent foreign born, Palmerton should present a field for instruction 
in citizenship responsibilities worth watching with a keen interest. 

H. A. Willson. 

Philadelphia, February 18, 1019. 

Respectfully referred to the Commissioner of Naturalization, with the infor¬ 
mation that this office received under date of the 17th instant a copy of the 
resolution adopted by the Palmerton school board on the 14th instant, making, 
sanctioning, and approving the appointment of Mr. Charles K. Fegley, director 
of night schools, thus placing the schools under Mr. Fegley in the category of 


EDUCATION AND AMERICANIZATION. 


201 


public-school conducted classes. This office has furnished Mr. Fegley a copy 
of the graduation certificate, and has shipped him the 50 textbooks and 10 
manuals he needs. This office will keep an eye upon the situation there. 

J. M. Gurnett. 


Superintendent of Schools, 

Palmerton, Pa.: 

Willi a full realization of the need of instruction in citizenship responsibili¬ 
ties among the foreign born of this community, and believing that the instruc¬ 
tion should be free and the courses of study open to all adults of foreign birth, 
to the end that every man and woman desiring a further knowledge of the 
functions oi American citizenship may have the opportunity to acquire that 
knowledge: 

T his board sanctions and approves the holding of evening classes in English, 
civics, reading, writing, etc., under the supervision of the public-school system 
of the city of Palmerton, Pa., and it hereby appoints Mr. Charles K. Fegley, 
director of night schools of this city. 

(Above resolution adopted at the regular meeting of the school board for the 
Palmerton Borough school district, Palmerton, Carbon Countv, Pa., February 
14, 1919.) 


The New Jersey Zinc Co., of Pennsylvania, 

Palmerton , Pa., February 13, 1019. 

United States Department of Labor, 

Bureau of Naturalization, Washington, D. G. 

(Attention of Mr. It. K. Campbell, commissioner). 

We wish to acknowledge receipt of your letter of recent date, in which you 
call attention to the Americanization program which is being put out by the 
Bureau of Naturalization for the benefit of employers of foreign workers. 

W r e can assure you that we are very much interested-in this program from 
the fact of our experience during the number of years that we had employed 
men of various foreign tongues. 

The teaching of English to these people we have considered a matter of im¬ 
portance and have been carrying on this work for about seven or eight years 
in a fairly successful way. There is no doubt, however, that this work would 
become more effective if it was carried out according to your program. Our 
work along this line has been maintained exclusively by the company, owing 
to the inability of the school authorities to see their way clear to finance work 
of this kind, although we have felt at all times that their interest has been in 
the work. This matter of cooperation with the school authorities has been 
talked over for some time, and we believe that some arrangement can be made 
whereby our English schools could lie run in connection with the public-school 
authorities. 

We are giving this matter our earnest attention and hope that we will be 
able to arrive at a satisfactory conclusion, in order that we may receive the 
benefits extended by your bureau to schools who are functioning properly with 
the public-school authorities. 

We will be glad to keep in touch with you and call upon you from time to 
time for advice and counsel, in order that our work along this line will be as 
effective as it is possible for us to make it. 

Yours, very truly, 

The New Jersey Zinc Go., of Pennsylvania, 
W. M. Kelsey, Superinteyident. 


Palmerton Borough School District, 

Palmerton, Pa., September 8, 1919. 

Mr. Raymond F. Crist, 

Director of Citizenship, Bureau of Naturalization, 

Washington, D. G. 

Dear Sir: Your letter of July 21, 1919, and various circulars inclosed has 
been found with the second-class mail matter, which has been accumulating 
during my absence from Palmerton this summer. 





202 


EDUCATION AND AMERICANIZATION. 


I read carefully both the letter from Mr. W. M. Kelsey, superintendent of 
the New Jersey Zinc Co., and your letter, and I am very much interested to 
know the real situation relative to this work of Americanization in our town 
as set forth in Mr. Kelsey’s letter. 

It appears to life that this work will be continued the coming year as it 
had been done last year—these schools be maintained by our corporation under 
public-school supervision. I will do all in my power to make this school 
effective by cooperating with director C. K. Fegley, engaged by the New Jersey 
Zinc Co. 

I shall encourage the use of all your publications and helps and shall urge 
the following of your suggestions as closely as local conditions will permit. 

Again assuring you of my earnest cooperation and interest, I remain, 

Yours, very truly, 


C. E. Cole, 

Supervising Principal Public Schools . 


United States Department of Labor, 

Bureau of Naturalization, 

Division of Citizenship Training, 

Washington, September 29, 1919. 

Mr. C. E. Cole, 

Supervising Principal Palmerton Borough School District, 

Pal'merton, Pa. 

Dear Sir: 1. This division is in receipt of your letter of September 8, 1919, 
telling of our interest in the educational program of the division of citizenship 
training for cooperating with the public schools of the United States in the 
promotion of citizenship instruction and of your willingness to cooperate in 
the work of making your city 100 per cent American. I sincerely appreciate 
the fact that you will supervise the citizenship class which is to be nfaintained 
by the New Jersey Zinc Co. under the direction of Mr. C. K. Fegley, and I 
wish to thank you for your personal interest in this vital and patriotic work. 

2. If you are in need of any additional information or literature on the 
subject of Americanization, please do not hesitate to write to this division. 
All of its resources are at your disposal. 

Cordially, yours, Raymond F. Crist, 

Director of Citizenship. 


[Extract from report of Chief Naturalization Examiner, Philadelphia, Pa., dated February 
6, 1919, concerning educational activities at Reading, Pa.] 

2. It is understood that Mr. Bamford, who is the acknowledged leader in 
Americanization work at Reading and who has done more than anybody else at 
this point to stimulate attendance upon citizenship classes and in assisting this 
office in its recent declaration-of-intention drive in the industrial plants of Read¬ 
ing, wants franked envelopes to address communications to declarants and peti¬ 
tioners to urge them to enroll in the night classes, and in furtherance of his 
campaign to induce aliens to file citizenship papers. This office can not spare 
the envelopes Mr. Bamford wants, and he has been informed that his request is 
being forwarded to the bureau, and that the bureau will inform him whether or 
not it can send him the envelopes he desires. 

J. M. Gurnett. 

Mr. M. W. Bamford, chairman Americanization committee, Reading Chamber 
of Commerce, was advised as follows: 

2. In reply the bureau begs to inform you that while under the law it can not 
turn the privilege of franking over to you, if you or the superintendent of schools, 
or both of you, will prepare letters addressed to declarants and petitioners for 
naturalization urging them to enroll in public-school classes, the chief natural¬ 
ization examiner at Philadelphia will be pleased to mail them for you. If you 
desire it, the chief naturalization examiner also will inclose a letter extending 
the same invitation on the part of the Government. 




EDUCATION AND AMERICANIZATION. 203 

I Excerpt from report of Examiner H. A. Willson, dated February 2, 1919 re work at 

Wilkes-Barre, Fa.] 

As the bmeau s textbooks were not in use, I exhibited copies of the textbook 
nnd manual for Mr. Shingle’s perusal. lie pronounced them excellent works 
and requested me to have a supply sent him for immediate use. Nat. Ed. 1G6, 
calling for oO textbooks and 5 manuals, properly executed, is handed you here¬ 
with, with the request that the order be filled at the earliest practicable date. 
I also exhibited the new graduation certificate, and left one sample to be 
shown in the classroom. 

> While at this point the writer had a most interesting conference with Messrs. 
P. R. Bevan and Hayden Williams, president and secretary, respectively, of 
the Wilkes-Barre Chamber of Commerce. After I had summarized the Ameri¬ 
canization program of this service, Mr. Williams remarked, “ It is my opinion 
that this work of Americanization of foreigners should be handled solely by 
your bureau. You fellows have the right idea. You are doing something your¬ 
self instead of asking the other fellow to do it all. * * * 


[Copy of night letter telegram, dated October 9, 1919.] 

Wilkes-Barre, Pa., October 9, 1919. 

Raymond F. Crist, 

Bureau of Naturalization, Washington, D. C. 

We urgently need posters, 50; textbooks, 100; names on cards, 500; declara¬ 
tions, 50; petitions, 50 ,* status cards, 50. Soon as possible. 

H. H. Zeiser, Superintendent Schools. 


I Young Men’s Christian Association. Merchant Shipbuilding Corporation, agent. United 
States Shipping Board Emergency Fleet Corporation.] 


Harriman, Pa., September 30, 1919. 

Mr. Raymond F. Crist, 

Director of Citizenship, 

Bureau of Naturalization, Washington, D. C. 

Dear Sir: As you probably know, I am doing Americanization work on this 
plant and town site. Have had considerable success in naturalization, having 
personally conducted some 400 men to Philadelphia to take out first papers 
in the United States district court, besides sending a number with their appli¬ 
cations to adjoining county courts in New Jersey, since we began the work 
last March. We are now beginning to send in applicants for final papers 
who have been held up by the year’s residence in State requirement. 

I would like to get more enthusiasm in the educational work. 

I shall much appreciate any information you may be able to send me along 
these lines. There are six or eight hundred non-English speaking foreigners 
resident within the reach of our possible influence, and I am anxious to see 
them reached more thoroughly than we are doing at present. 

Very truly, yours, 


Seaver M. Holden, 

Educational Secretary. 


Note. —Mr. Holden is supervisor of public school Americanization classes 
of Harriman and Bristol, Pa. 


United States Department of Labor, 

Naturalization Service, 
Philadelphia, Pa., October 11, 1919. 

Director of Citizenship, 

Washington: 

1. Re division file E 6177: Educational activities, Harriman and Bristol, Pa. 

2. Transmitted herewith please find a most interesting report submitted by 
Mr. Seaver M. Holden, director of Americanization, Harriman, Pa., who has 
charge of all Americanization work both at Harriman and Bristol, Pa. 





204 


EDUCATION AND AMERICANIZATION. 


3. Mr. Holden seems to be the “ Good Samaritan ” of that locality. He is a 
minister of the Gospel, yet finds time to make the troubles of all foreign-born 
persons of that locality his own. The Merchants’ Shipbuilding Corporation at 
Harriman relies implicitly on him in the matter of Americanizing its employees 
and looking into the income-tax status of its alien employees. 

4. It is recommended that the Director of Citizenship write a letter to Mr. 
Holden, strongly commending him for his splendid work, and that this office 
be furnished with a copy of said commendatory letter. 

,T. M. Gurnett. 


Harriman, Pa., October 7, 1919. 

Mr. J. M. Gurnett, 

Chief Naturalization Examiner, 

Department of Labor, Philadelphia, Pa. 

My Dear Mr. Gurnett: In response to your request, I am sending you as 
a sort of report the attached list of men for whom I have prepared declara¬ 
tions of intention during the period indicated. This schedule does not profess 
to be complete, as I was not systematic at the beginning, but it is interesting 
as showing the “ melting-pot ” situation in this shipyard. I estimate that I 
have “ personally conducted ” about 450 men through your office; others, resi¬ 
dent in New Jersey, have been sent to county courts at Trenton and Mount 
Holly, county seats of that State adjacent to us, and where many of our 
employees live. In connection with this report, I want to express my earnest 
appreciation of the great helpfulness and ever-ready kindness of yourself and 
your office which have made my trips there a personal pleasure rather than, 
as it might have been, a burdensome duty. 

I have no record of value of men applying for final papers, though they are 
coming through a few each week, as the required year of residence in State 
expires. This has held many back during the spring and summer. I suppose 
we have sent in between 75 and 100. 

I am conducting classes for the teaching of English, citizenship, etc., in 
which I am grateful for the much help of your office and department. Trust¬ 
ing that this somewhat prolix report may not be tedious to you, I am, 

Very truly, yours, 

Seaver M. Holden, 
Americanization Secretary. 

Note. —Mr. Holden is supervisor of public-school Americanization classes of 
Harriman and Bristol, Pa. 


Declarations of intention, Merchant Shipbuilding Corporation men, March to 

July, 1919. 


Italians_258 

Russians_ 46 

Poles_ 7 

Finns_ 5 

Esthonian_ 1 


59 


Austrian_ 5 

Austrian Pole_ 2 


< 


Norway_ 7 

Sweden_ 7 

Holland_ 10 

England_ 27 

Scotland_ 12 


Canada_ 12 

Jamaica_ 1 

West Indies_ 2 

Newfoundland_ 3 

Switzerland_ 3 

France_ 1 

Spain_ 10 

Austria_ 5 

Greece_ 5 

Albania_ 1 

Turkey_ 2 

Armenia_ 2 

Egypt- 1 

Mexico_ 20 

Guatemala_ 1 

Costa Rica_ 1 

Ireland_ 17 









































EDUCATION AND AMERICANIZATION. 


205 


Philadelphia, October 18, 1919. 

United States Department of Labor, 

Naturalization Service, 

Washington, D. C. 

Gentlemen : We have planned classes in Americanization and naturaliza¬ 
tion and in taking a census of our plant find that about 450 of our foreign 
born are not naturalized. Some of this number have secured their first 
papers. Kindly send us about 400 application blanks for first papers and 
about 100 for second papers. Also send us about 500 copies of the Constitu¬ 
tion of the United States and any other data that you may have that is of 
interest to us in the conduct of these classes. 

We expect to make an intensive drive to get our men to become citizens of 
the United States and will make a special effort to teach them English and 
the fundamentals of citizenship. Any cooperation that you can give us will 
be greatly appreciated. 

Yours, very truly, 


John B. Stetson Co., 
Milton D. Gehris, 

Second Vice President. 


Scranton, Pa. —Great interest was manifested in the Americanization and 
naturalization of the foreign-born residents of Scranton, Pa. In one instance 
the mine superintendent of the Delaware, Lackawanna & Western Coal Co. took 
50 employees to one of the evening school buildings to enroll. At that time he 
promised to take a like number to another building on a later date.’ 


RHODE ISLAND. 


August 20, 1010. 


Hon. It. Livingston Beeckman, 

Governor of the State of Rhode Island, 

Providence, It. I. 

My Dear Governor: 1. Under the authority of Congress of May 0, 1018, the 
Government is publishing and distributing free a textbook to the candidate for 
citizenship attending the public schools throughout the United States. This 
textbook is to enable the coming American to learn of the Federal Government 
and its activities, in addition to being the basis for teaching illiterates to read, 
speak, and write in our tongue. 

2. This is brought to your attention with the suggestion that appropriate 
steps be taken to the end that in your State a publication may be issued which 
will give the frame of government of the State, its counties, municipalities, to¬ 
gether with such other information regarding your State as will inspire a 
high regard for it. It is desired that ibis be prepared for the use of those 
who attend the public schools and who are pursuing instruction and training in 
citizenship responsibilities. In some States such a book is being prepared by 
the State to supplement the Federal Textbook. 

3. In your State there are 30 communities, representing hundreds of 
classes where native and foreign-born adults are together learning our lan¬ 
guage and of our Government. The expansion of the efficiency of these classes 
means the eradication of the illiteracy of the Nation. 

4 I am inclosing a copv of the Federal Textbook and its accompanying 
Manual, which are being distributed by the Federal Government through the 
Division of Citizenship Training, and am urging executive action by you upon 
this matter. 

Very truly, yours, Raymond F. Crist, 

Director of Citizenship. 


August 20, 1919. 

Raymond F. Crist, Esq., 

United States Department of Labor, Washing'm, D. C. 

My Dear Sir: I am directed by his excellency Gov. Beeckman to acknowl¬ 
edge receipt of your letter of August 26, with inclosures. In reply he wishes 
me to say that he is very glad to receive these at this time, as we have an active 
Americanization committee in progress at the present time. 

Yours, very truly, j. h. Renter, 

Executive Secretary. 





206 


EDUCATION AND AMERICANIZATION. 


SOUTH DAKOTA. 

University of South Dakota, 

February 17, 1919. 

Commissioner of Naturalization, 

United States Department of Labor, Washington, D. C. 

Dear Sir : I have your letter of the 13th instant wherein you call attention 
to the textbook in naturalization that you have gotten out recently and a 
copy of which you indicate you are sending me. Permit me to thank you 
most cordially for the same, especially as I had the pleasure of listening to 
Mr. Crist at Chicago upon the occasion of the meeting of the National Uni¬ 
versity Extension Association. I have no doubt whatever as to the possibility 
of our using this book in our State in some form or another of extension work. 
We are on the map as having 50 per cent of our population foreign born or of 
foreign extraction, and I assure you there is a plenty of work to do in 
Americanization. You may figure upon all the assistance in your work that 
this extension division can possibly render you, and I shall be glad to have 
you advise me from time to time of anything that may be of interest in this 
field. 

Very sincerely, yours, J. C. Tjaden, 

Acting Director Extension Division, 

University of South Dakota. 


[Extract from letter from South Dakota State College, Extension Division, Brooklings. 

S. Dak.] 


February 18, 1919. 

It is possible that our county agents and State workers may even carry on 
classes under your direction. We have representatives in practically every 
•county of the State. 

We have nearly 100 extension workers, and if we can be of any assistance, 
.and if you can suggest plans by which we can cooperate, let me know. 


C. Larsen, 

Director of Extension. 


[State of South Dakota, Department of Public Instruction.] 

Miss Genevieve Anderson, Lead, S. Dak.; 

Miss Goldie London, Mitchell, S. Dak., 

Assistant Directors of Americanization. 

Dear Coworkers: 1. An unfortunate and altogether unintentional omission 
was made in our Americanization bulletin in not mentioning the very important 
.help that the Bureau of Naturalization, through Mr. R. S. Coleman, chief natu¬ 
ralization examiner, St. Paul, and through Mr. Greeley, of Sioux Falls, that is 
extended to the Americanization work. It is my desire to correct this as far as 
possible, and I should like to have you mention the fact that the Bureau of 
Naturalization is cooperating with us in all your public talks and in individual 
conferences with superintendents. Mr. Coleman lias sent you a statement 
showing the ways in which he is willing to help. He has also sent me a large 
number of enrollment cards, samples of which I am sending you, and excellent 
posters announcing evening schools. You can get these from'me, and when we 
need more Mr. Coleman will send another lot. Please bear this in mind, and 
by thus bringing before the people the cooperation of the bureau we may make 
it fully as apparent as if it were mentioned in the bulletin. 

******* 
Sincerely, yours, 

M. M. Guhin, 

State Director of Americanization. 


Sioux Falls, S. Dak., October 16, 1919. 

Henry B. Hazard, Esq., 

Acting Director of Citizenship, 

Bureau of Naturalization, Department of Labor, Washington, D. C. 

Dear Mr. Hazard : I have your favor of October 9, and wish to thank you for 
-Hie posters which you state you have sent. I am inclosing a request for small 





EDUCATION AND AMERICANIZATION. 207 


quantities of the various helps which you offer, and will appreciate your send¬ 
ing' same to Aberdeen. 

Our work in this State is quite encouraging I think. We are arousing quite 
a little interest in the education of the foreigner and there are a number of good 
prospects for evening schools. In Aberdeen a trainer director of Americaniza¬ 
tion is employed for the entire year and a city-wide committee on Americaniza¬ 
tion was recently organized. 

Miss Genevieve Anderson, one of my regional assistants, has just returned 
from the Black Hills. Yesterday she was notified that the board of education 
of Lead has acted favorably on her request that it secure the services of a 
trained Americanization worker on full time. This is very encouraging news 
for us, though we are not sure that we can provide the trained worker at once. 
Sentiment in Sioux Falls is also growing for a city director of Americanization. 

I have held meetings almost every evening for the past six weeks, except on 
Fridays and Saturdays. I have also addressed a number of county teachers’ 
institutes. I am now scheduled for two county meetings, the State meeting of 
women’s federated clubs, the State teachers’ association, etc. We are given one 
entire forenoon at the State conference of county superintendents for Ameri¬ 
canization. I came here to talk to the national conference on rural schools and 
rural life. 

Thanking you for your kind cooperation, I am, 

Sincerely, yours, 


M. M. Guhin, 

State Director of Americanization, Aberdeen, S. Dak. 


SUPPORT OF THE DIVISION OF CITIZENSHIP TRAINING IN SOUTH DAKOTA. 

Public school citizenship classes established: 

1. Available to foreign born in 29 communities in the State, representing many 
classes, where adults receive instruction in English and citizenship. 

2. Active cooperation of the local commercial clubs and other organizations 
secured in the establishment of these classes. 

Cooperation of State officials secured: 

1. Governor of State. 

2. State superintendent of public instruction. 

3. Industrial commissioner. 

4. State director of Americanization. 

State director of Americanization: 

1. Created and attached to the State department of public instruction. 

2. State director and his two assistants have given assurance of their active 
cooperation with the Division of Citizenship Training in promoting Americaniza¬ 
tion work. 

( a) Individual conferences with superintendents of schools. 

(b) Public talks on Americanization and the assistance given by the Division 
of Citizenship Training to public school citizenship classes. 

(c) Plan to secure cooperation of grade and high school pupils in Americaniza¬ 
tion work. 

(1) Honor pin given to any person who will teach one man or woman to read 
and write English sufficiently to pass a literacy test. 

(2) Regular attendance at school considered important Americanization work, 
for illiterate children perpetuate the illiteracy problem. 

University of South Dakota: Director of extension division promised full 
cooperation. 

South Dakota State College of Agriculture and Mechanic A?'ts: Extension 
division promised full cooperation through nearly 100 extension workers, both 
county and State, under direction of Division of Citizenship Training. 

County superintendents: Cooperation of this division requested by State direc¬ 
tor of Americanization in behalf of the 65 county superintendents of the State 
who met at Hot Springs, S. Dak., in July, 1919. Federal Citizenship Textbook 
and Teacher’s Manual supplied to each superintendent by request. 

Legislation: 

1. Act passed in February, 1919, by the legislature makes it unlawful to 
teach any subject, except foreign and ancient languages, in any high school, 
academy, college, or higher institution of learning or in any private school, 
private academy, private college, or any private higher institution of learning 
in the State in any except the English language. 


150116—19-20 




208 


EDUCATION AND AMERICANIZATION. 


2. Act passed in February, 1919, by the legislature— 

(a) Promotes Americanization by requiring school attendance at least eight 
hours each week during time classes are in session, of persons between the ages 
of 16 and 21 years, inclusive, who do not speak, read, and write the English 
language equivalent to the requirement for the fifth grade in the public schools. 

(b) Provides for the establishment and maintenance of evening school classes. 

(c) Makes the State sheriff ex officio truant officer. 

( d ) Provides for an appropriation of $15,000 for the purpose of defraying 
the expenses of maintaining evening school classes and enforcing the act. 


TENNESSEE. 

[Extract from letter from the University of Tennessee, Cooperative Extension Work in 
Agriculture and Home Economics, Division of Extension, Knoxville, Tenn., Feb. 25, 
1919.] 

The Division of Extension, University of Tennessee, stands ready at all 
times to cooperate in all movements for the welfare of the rural population of 
Tennessee. 

WM. A. SCHOENFELD, 

Assistant Director. 


TEXAS. 

United States Department of Labor, 

Bureau of Naturalization, 

Division of Citizenship Training, 

Washington, August 25, 1919. 

Hon. W. P. Hobby, 

Governor of the State of Texas, Austin, Tex. 

My Dear Governor: 1. Under the authority of Congress of May 9, 1918, the 
Government is publishing and distributing free a textbook to the candidate for 
citizenship attending the public schools throughout the United States. This 
textbook is to enable the coming American to learn of the Federal Government 
and its activities, in addition to being the basis for teaching illterates to read, 
speak, and write in our tongue. 

2. This is brought to your attention with the suggestion that appropriate 
steps he taken to the end that in your State a publication may he issued which 
will give the frame of Government of the State, its counties and municipali¬ 
ties, together with such other information regarding your State as will in¬ 
spire a high regard for it. It is desired that this be prepared for the use of 
those who attend the public schools and who are pursuing instruction and 
training in citizenship responsibilities. In some States such a hook is being 
prepared by the State to supplement the Federal textbook. 

3. In your State there are 56 communities, representing hundreds of classes 
where native and foreign-horn adults are together learning our language and 
of our Government. The expansion of the efficiency of these classes means the 
eradication of the illiteracy of the Nation. 

4. I am inclosing a copy of the Federal textbook, and its accompanying manual, 
which are being distributed by the Federal Government through the Division 
of Citizenship Training, and am urging executive action by you upon this 
matter. 

Very truly, yours, Raymond F. Crist, 

Director of Citizenship. 


Governor’s Office, 
Austin, Tex., September 1919. 

Hon. Raymond F. Crist, 

Deputy Commissioner of Naturalization, 

Washington, D. C. 

My Dear Sir : This acknowledges your letter of August 25 with reference to 
citizenship training. 

I am taking the liberty of passing your communication, with inclosures, to 
Miss Annie Webb Blanton, State superintendent of public instruction, for at¬ 
tention. 

Very truly, yours, 


Ralph Soape, Secretary. 








EDUCATION AND AMERICAN 1ZAT10N. 


209 


State Department of Education, 

Austin, September 23, 1919. 

Hon. Raymond F. Crist, 

Deputy Commissioner of Naturalization, 

Washington, D. C. 

My Dear Mr. Crist: Your letter of August 25, addressed to Gov. Hobby, has 
been referred to me. 

First, as to the free textbook, I desire to know whether you wish the depart¬ 
ment of education to take part in the distribution of this textbook. We shall 
be glad to cooperate with you in every way possible. 

Second, this office will undertake to prepare as soon as we can conveniently 
do so a publication such as you suggest to supplement the book issued by 
the Federal Government. Will you kindly send me a copy of this book, as it 
will be helpful to me in preparing our State pamphlet. 

Third, it would be of assistance to me to have such information as you have 
already compiled in regard to the 56 communities which you mention in which 
the foreign born are studying our language and Government. I am preparing 
for a kind of survey of our State in regard to this matter, but owing to pressure 
of duties attendant upon putting in free textbooks have been unable to begin 
this work as yet. 

Sincerely, yours, Annie Webb Blanton, 

State Superintendent. 


United States Department of Labor, 

Bureau of Naturalization, 

Division of Citizenship Training, 

Washington, October 11, 1919. 


Miss Annie Webb Blanton, 

State Superintendent of Education, Austin, Tex. 

Dear Madam : 1. Receipt is acknowledged of your letter of the 23d ultimo, 
in reference to the preparation of a state publication to supplement the Federal 
Textbook. 

2. The Division of Citizenship Training will be glad to cooperate with the 
State department of education in the distribution of the Federal Textbook. If 
you will advise this division that candidates for citizenship are receiving in¬ 
struction at any place in the State where the textbook has not been furnished, 
a supply of textbooks and manuals will be sent to the local school authorities, 
with the information that they are being forwarded at your request. If you 
prefer, the books will be sent to you for distribution through your department 
to the schools engaged in this work. 

3. At your request there is being sent to you an unbound copy of the Federal 
Textbook with the accompanying manual. There are also being sent to you 
Form 2213 and Form 2214. These are for the use of the teachers in the 
schools where there are foreign-born students who desire citizenship, that they 
may assist them in filling out these forms. The Federal Textbook can only 
be given to those who are candidates for citizenship and enrolled in the 
Americanization classes. 

4. The State of Oregon has a publication known as the Oregon Blue Book, 
1919-20, which has been used with great success in the Americanization 
classes in that State, in conjunction with the Federal Textbook. A copy may 
be secured from the Oregon secretary of state at Salem, Oreg. I have no doubt 
it would prove of value to you in the preparation of a similar publication for 
your State. 

5. There is appended a list of the communities in Texas where our files show 
Americanization classes in operation or in process of formation. 

Cordially, yours, 


Henry B. Hazard, 
Acting Director of Citizenship. 



210 


EDUCATION AND AMERICANIZATION. 


Texas communities cooperating with 

Alpine, Brewster County. 

Amarillo, Potter County. 

Beaumont, Jefferson County. 

Belleville, Austin County. 

Belton, Bell County. 

Brownsville, Cameron County. 
Caldwell, Burleson County. 

Cameron, Milan County. 

Corpus Cliristi, Nueces County. 

Cuero, De Witt County. 

Dallas, Dallas County. 

Del Rio, Val Verde County. 

Donna, Hidalgo County. 

Eagle Pass, Maverick County. 
Edinburg, Hidalgo County. 

El Paso, El Paso County. 

Ennis, Ellis County. 

Flatonia, Fayette County. 

Fort Worth, Tarrant County. 
Fredericksburg, Gillespie County. 
Galveston, Galveston County. 
Georgetown, Williamson County. 
Gonzales, Gonzales County. 

Granger, Williamson County. 
Hallettsville, Lavaca County. 

Including activities at Moravia. 
Harlingen, Cameron County. 
Hempstead, Waller County. 


the Division of Citizenship Training. 

Houston, Harris County. 

Kingsville, Kleberg County. 

Laredo, Webb County. 

Lockhart, Caldwell County. 

Lost Prairie, Bell County. 

McAllen, Hidalgo County. 

Marfa, Presidio County. 

Mercedes, Hidalgo County. 

Mission, Hidalgo County. 

New Braunfels, Comal County. 
Palestine, Anderson County. 

Pharr, Hidalgo County. 

Including activities at San Juan. 
Port Arthur, Jefferson County. 

Rio Grande, Starr County. 
Rockdale, Milan County . 

San Antonio, Bexar County. 

San Benito, Cameron County. 
Sanderson, Terrell County. 

Sealy, Austin County. 

Seaton, Bell County. 

Shiner, Lavaca County. 

Sierra Blanca, Hudspeth County. 
Taylor, Williamson County. 

Thurber, Erath County. 

Valentine, Jeff Davis County. 
Victoria, Victoria County. 

Wharton, Wharton County. 


El Paso, Tex., October lb, 1919. 


Division of Citizenship Training, 

Bureau of Naturalization, Department of Labor, Washington, D. C. 


Gentlemen : Answering your favor of the 7th instant, beg to say that we have 
in our employ about 25 people such as your letter refers to. 

It will give us much satisfaction to take this subject up with them and to do 
what in our power we can to advance the ends you have in view, believing it to 
be the interest of these people and ourselves. 

Many of our foreign-born employees have been with us for years and there 
can be no doubt they would take more interest in their employment as their 
interest in Americanism increases. We will thank you to send us 50 cards and 
we will do what we can to advance the interest of each. 

Yours, very truly, 


Hymon Krupp & Co., 
F. S. Coffin. 


UTAH. 


Naturalization Service, 

Federal Building, 
Denver, Colo., March 3, 1919. 

Commissioner of Naturalization : 

Your 27682/55, February 14. 

1. Examiner Frazer reports that he has been in close touch with the director 
of the extension division of the University of Utah, and with the president of 
that institution, for several months past, and has succeeded in obtaining their 
very active cooperation in the Americanization work. 

2. At the request of Examiner Frazer, the president of the university con¬ 
sented to the appointment of Dr. R. D. Harriman as executive secretary of the 
Americanization committee of the Utah State Council of Defense and authorized 
Dr. Harriman to devote as much time as should be necessary to the work. Dr. 
Harriman has been engaged in this work since November, 19is. 






EDUCATION AND AMERICANIZATION. 


211 


3. The director of the extension division has expressed a desire to add a 
course in the teaching of foreigners to the extension department of the university 
and it is probable that a resident course in this subject will be given at the 
university during the summer quarter of 1919. 

Paul Armstrong. 


UTAH PUBLIC SCHOOL LEGISLATION. 

Chief examiner, Denver, with his letter of March 27, 1919, incloses a copy 
o Senate bill Ao. 64. as finally passed by the Utah Legislature and signed by 
. go\ ei noi. Ibis law makes compulsory the attendance upon a public even¬ 
ing school chu s, for at least four hours a week, of every alien person between 
the ages <»f 10 and 45 years residing in the State and who does not possess 
such ability to speak, read, and write the English language as is required for 
the completion of the fifth grade of the public schools of the State, if physically 
or mentally qualified. A penalty of from $5 to $25 is provided for the violation 
of the act. 

The board of trustees of any school district in the State may and, upon the 
direction of the State board of education shall, establish and maintain for at 
least 200 hours during the school year evening school classes in English, the 
fundamental principles of the Constitution of the United States, American 
history, and such other subjects as bear on Americanization as a part of the 
Public schools, provided that no district shall be required to maintain a class 
for fewer pupils than a minimum number, to be determined by the State board 
of education. Such classes are to be organized to meet the needs of the 
persons mentioned above and are to be held at such places as are most ac¬ 
cessible to the members of the clas^. 

The salaries of teachers and the expenses of supervisors of evening classes 
established under this act are to be paid from funds thereinafter appropriated. 
The State board of education is required to appoint in the State department of 
education a director of Americanization, whose duties shall be the supervision 
and standardization of the Americanization work throughout the State, as may 
be further defined by the State board of education. His salary and traveling 
expenses are to be paid from the funds appropriated by the act. Twenty 
thousand dollars is appropriated, which provides for the salaries of teachers, 
the expense of supervision of evening school classes, and the salary of the 
director of Americanization. This act takes effect September 1, 1919. 


United States Department of Labor, 

Bureau of Naturalization, 

Division of Citizenship Training, 
Washington, D. C., August 25, 1910. 

Hon. Simon Bamberger, 

Governor of the State of Utah, Salt Lake City, Utah. 

My Dear Governor: 1. Under the authority of Congress of May 9, 1918, the 
Government is publishing and distributing free a textbook to the candidate 
for citizenship attending the public schools throughout the United States. 
This textbook is to enable the coming American to learn of the Federal Gov¬ 
ernment and its activities, in addition to being the basis for teaching illiterates 
to read, speak, and write in our tongue. 

2. This is brought to your attention with the suggestion that appropriate 
steps be taken to the end that in your State a publication may be issued 
which will give the frame of government of the State, its counties, and munici¬ 
palities, together with such other information regarding your State as will 
inspire a high regard for it. It is desired that this be prepared for the use of 
those who attend the public schools and who are pursuing instruction and 
training in citizenship responsibilities. In some States such a book is being 
prepared by the State to supplement the Federal textbook. 

3. In your State there are a number of communities, representing scores of 
classes where native and foreign-born adults are together learning our language 
and of our Government. The expansion of the efficiency of these classes means 
the eradication of the illiteracy of the Nation. 




212 


EDUCATION AND AMERICANIZATION. 


4. I am inclosing a copy of the Federal textbook and its accompanying 
manual, which are being distributed by the Federal Government through the 
Division of Citizenship Training, and am urging executive action by you upon 
this matter. 

Very truly, yours, Raymond F. Crist, 

Director of Citizenship. 


State of Utah, Executive Office, 

Salt Lake City, September #, 1919. 

Mr. Raymond F. Crist, 

Director of Citizenship, United States Department of Labor, 

Bureau of Naturalization, Washington, D. C. 

Dear Sir: I am deeply grateful to you for the copy of the “student’s text¬ 
book,” which came to me with your letter of August 25, hie No. E 1989. 

While the idea of issuing a similar publication by the State appeals to me, 
I am inclined to leave matters of this character with the State board of 
education. I am transmitting your letter and the copy of the “ student’s text¬ 
book ” you sent me to the board of education for such action as may be deemed 
advisable. 

Yours, truly, Simon Bamberger, Governor. 


[Telegram.] 

Denver, Colo., September 5, 1919. 

Naturalization, Washington: 

Desire 500 manuals and 10,000 textbooks rushed Salt Lake office use in classes 
being organized under Utah Americanization act. State superintendent desires 
to use Government books, and bases estimate of 10,000 on survey just completed 
in connection with school census; 5,000 needed in Carbon County alone. Classes 
will be organized in every town where there are aliens. School board depend¬ 
ing upon our full cooperation. 

, Armstrong. 


September 5, 1919. 

Naturalization Service, Denver. 

Congratulations. Utah textbook and manual requisition will receive personal 
expeditious attention. 

Director of Citizenship. 


United States Department of Labor, 

Bureau of Naturalization, 

Division of Citizenship Training, 

Washington, September 9, 1919. 

Chief Examiner, Denver: 

1. Your telegram for 10,000 textbooks and 500 manuals for use in classes 
being organized under Utah Americanization. 

2. Franks for a total of 10,000 student’s textbook and 500 teacher’s manual 
addressed to the United States Naturalization Examiner, 317 Post Office Build¬ 
ing, Salt Lake City, Utah, have been sent to the Government Printing Office, 
marked “ First-class mail—Rush.” I trust that the shipments will reach you at 
an early date. 

3. Please advise this division, in detail, of the survey that has been com¬ 
pleted in connection with the school census of Utah, including methods used, 
how expenses were met, and the results obtained. Also report all newly or¬ 
ganized classes, as well as those that have been reopened, in order that they 
may be included in the list of communities cooperating with the Division of 
Citizenship Training during this fiscal year. 

Raymond F. Crist, 

Director of Citizenship. 






EDUCATION AND AMERICANIZATION. 


213 


Naturalization Service, 

Federal Building, 
Denver, September 19, 1919. 

Director of Citizenship : 

1. Your 27675-9, September 9. 

2. Examiner Frazer reports that the 10,000 textbooks have been received 
at his office, but that the 500 teacher’s manuals have not yet arrived. These 
manuals are needed for immediate distribution, and it is requested that the 
matter of their shipment be investigated. 

3. Referring to paragraph 3 of your letter: Examiner Frazer states that 
no definite report can be made at this time of the results obtained in con¬ 
nection with the alien survey in Utah for the reason that local superintendents 
of schools have not yet filed their detailed reports with the State board of 
education, but have merely advised the board as to the approximate number 
of aliens in their respective communities, based upon their incomplete surveys. 

4. Twenty thousand cards in duplicate were furnished by the Utah State 
council of defense and were distributed by the State board of education to 
the various county and district school superintendents throughout the State, 
with a letter from the State superintendent requesting that the desired data 
be collected by the persons employed to take the regular school census. The 
original of the survey card was to be retained by the local superintendent and 
the duplicate forwarded to the State board. The State superintendent ad¬ 
vised Examiner Frazer that 20 county and district superintendents had 
agreed to undertake this work. So far, however, only one or two of them 
have returned the duplicate cards. It is hoped that complete reports from 
all superintendents will be available within the next few weeks. A detailed 
report will then be forwarded to the bureau. 

5. Mr. C. N. Child has succeeded Dr. E. G. Gowans as State superintendent 
of schools in Utah, and Examiner Frazer states that Mr. Child is very en¬ 
thusiastic about the Americanization work and seems to appreciate that it 
is a field in which the public schools must assume the lead. Mr. Arch M. 
Thurman, of Salt Lake City, has been appointed director of Americanization, 
under the supervision of the State board of education, and will devote his 
entire time to this work. 

Paul Armstrong. 


WASHINGTON. 


University of Washington, 

University Extension Service, 

Seattle, May 21, 1919. 

Mr. Richard K. Campbell, 

Commissioner of Naturalization, 

United States Department of Labor, Washington, D. C. 

Dear Mr. Campbell: We appreciate your communication of March 31, and 
the suggestions contained therein for the work of Americanization. We are 
glad to say that Mr. Paul B. Phillips, of the United States Naturalization 
Service, in Seattle, is serving on the Seattle committee on Americanization, 
and thus makes coordination of Federal and local efforts a possibility. 

The Seattle public schools are represented on the general committee for 
Seattle. A survey of the size and nature of the Americanization task in 
Seattle is under contemplation. Moreover, other school systems are inter¬ 
ested. We may say, however, that we do not have a large corps of teachers 
or extension workers, so can not look into much of the teaching done. 
Tt is likely that later more definite observation may be made of the use of the 
Government textbook on naturalization. 

The two inclosures indicate the manner of organization and the various 
organizations participating now in the Seattle committee on Americanizaton. 

Very truly, 

E. F. Dahm. 


PARTIAL LIST (SUBJECT TO CORRECTION) SEATTLE ORGANIZATIONS ENGAGED IN 
AMERICANIZATION WORK WITH THEIR REPRESENTATIVES. 

War Camp Community Service, D. II. Painter; American Legion of Liberty, 
J. L. Faulds; Rotary Club, W. L. Waltz; Daughters of the American Revolu- 




214 


EDUCATION AND AMERICANIZATION. 


tion, University Chapter, Miss Belle Colsen; Woman’s Christian Temperance 
Union, Miss Emma Morrison; Chamber of Commerce and Commercial Club, 
civic bureau, Fred Catlett; Sons of the American Revolution, Dr. J. Samuel 
Holmes or G. E. Tillson; Young Women’s Christian Association, Miss E. A. 
Southmayd; Knights of Columbus, J. T. Lawler; United States Naturalization 
Service, Paul B. Phillips; Seattle Federation of Women’s Clubs, Mrs. Janies 
O’Leary; Municipal League, Carl J. Smith; University of Washington, E. F. 
Dahm; mayor’s representative, Frank Gates; Social Welfare League, Miss 
Evelyn Gail Gardener; Boy Scouts of America, J. IT. Piper; Jewish Welfare, 
Rev. Samuel Koch; Seattle Public Library, Miss Agnes Hansen; Spanish- 
American War Veterans, Mr. Kennedy; Camp Fire Girls, Mrs. B. C. Beck; 
Seattle Chapter of the American Red Cross; Central Labor Council, P. T. 
Fagrie; Young Men’s Christian Association; Seattle Public Schools; Ministerial 
Federation; Kiwanis Club; Minute Women; Women’s League for National 
Service; Federal Board for Vocational Education; Sunset Club. 

KEPORT OF ORGANIZATION COMMITTEE ON AMERICANIZATION. 

Temporary organization. —It is recommended that the present temporary 
organization, called together by the University of Washington, be continued 
as a temporary organization pending such reorganization as may result from 
the final adoption of an Americanization program and plan of procedure by the 
temporary organization to be presented to the constituent bodies. It is recom¬ 
mended that the director of the extension service of the University of Wash¬ 
ington be the chairman of the temporary organization and that he have power 
to appoint the secretary, and that he be ex officio a member of every committee. 

Status of organization and constituent bodies. —This is a body of representa¬ 
tive members of various institutions, associations, and committees in Seattle 
known to be interested in the Americanization movement, invited by the Uni¬ 
versity of Washington to confer together on ways and means of coordinating the 
efforts of the various agencies represented and of forwarding the Americaniza¬ 
tion movement in Seattle. Among the functions of this organization are the fol¬ 
lowing: Definition of Americanization (for working purposes); determination 
of the nature and size of task ; enumeration and analysis of methods : determina¬ 
tion and analysis of the most effective methods employed by the different 
agencies engaged in Americanization; assignment of work and cooperation (on 
basis on preceding point) ; administration of the program accepted by the differ¬ 
ent agencies. The bodies represented on this temporary Americanization com¬ 
mittee are here designated as the constituent bodies. The constituent bodies 
are not bound by the acts of this committee nor by the acts of their representa¬ 
tive members on this committee, except as the constituent bodies from time to 
time ratify the acts or adopt the recommendations of the committee, since in 
its present stage the Americanization committee is a purely voluntary, invited, 
preliminary conference for instruction and exchange of ideas and* seeks to 
exercise no powers except through moral suasion. Membership on this com¬ 
mittee shall be by invitation of the University of Washington or by vote of the 
committee, and every organization represented shall participate as a unit. 

Procedure. —The Seattle Americanization committee as a temporary organi¬ 
zation shall meet at times set by the committee itself or at call of the chair¬ 
man. It may appoint additional committees and officers as it sees fit. All reso¬ 
lutions and actions passed by it shall be taken to be the actions of its members, 
and the ultimate object of its action shall be to secure some concerted action 
by the constituent bodies to be recommended by the committee. 

The commitee on organization appointed May 12, 1919, recommends to the 
whole committee the adoption of the foregoing recommendations, principles, and 
constitutional provisions. 

Paul B. Phillips, 

United States Naturalization Service, Chairman. 

J. T. Lawler, 

Knights of Columbus. 

W. L. Waltz, 

Rotary Club. 

E. F. Dahm, 

University of Washington, ex officio. 


EDUCATION AND AMERICANIZATION. 


215 


Naturalization Service, 

PlITrr XT' . Seattle, Wash., June 25, 1919. 

Chief Examiner, 

Seattle: 

On March 13, 1919, you reported to the bureau under the above file number 
tlie results of a conversation I had had with Prof. E. F. Dahm, director of the 
extension division of the University of Washington, at Seattle, in which be out- 
med the directions in which bis division would enter the field of Americaniza¬ 
tion, and in which be indicated to me orally that the extension division would 
coopeiate "with the Bureau of Naturalization especially in tlie following two 
ways: 

I>> maintaining teacher training work, both by correspondence courses and 
by holding of classes; and by joining, or perhaps leading, in the work of co¬ 
ordinating Americanization work of all the different agencies in the field. 

As to teacher training work, I wish to report that Prof. Dahm states to me 
that he succeeded in getting an appropriation in the university budget for the 
coming year commencing July 1 for developing such teacher training courses. 

5k 5k sfe 


The concrete steps taken by the conference so far has been: (a) Perfecting a 
temporary organization; (h) adoption of a definition of Americanization “for 
working purposes," substantially as follows: “Americanization is a movement 
to develop among both native and foreign-born a common appreciation and un¬ 
derstanding; to appreciate and exemplify tlie benefits secured to us through the 
Constitution of the United States"; (c) authorizing a committee to analyze 
the work done by all the organizations for the ultimate purpose of making 
recommendations looking toward the elimination of duplicate effort; and (d) 
initiating a survey of industrial, economic conditions in Seattle to be conducted 
jointly by three departments in the State University, to-wit, departments of 
sociology, business and commercial economics, and another the name of which 
has escaped my mind at this moment. 

Paul B. Phillips, Naturalization Examiner. 


Respectfully referred to the bureau for its information. 

Jno. Speed Smith. 


United States Department of Labor, 

Naturalization Service, 
Seattle, Wash., September 10, 1919. 

Chief Examiner, Seattle: 

I made a special trip to Hoquiam, Grays Harbor County, Wash., to partici¬ 
pate in the Grays Harbor Teachers’ Institute which was in session on Sep¬ 
tember 3, 1919. County Superintendent T. W. Bibb, of Montesano, was in 
charge. The meeting was held in the High School Auditorium. I should 
judge 200 teachers were present from Grays Harbor County. It was the 
statement of Mr. Bibb and it was my own observation that the attention was 
good. I spoke from 10 a. m. to 10.45 a. m. on Americanization and the educa¬ 
tional plans of the Bureau of Naturalization. It will be remembered that 
Grays Harbor County contains 20 or more logging camps scattered over an 
area 50 miles east and west and from 15 to 30 miles north and south—and 
we have given considerable attention to the problem of educating the men in 
the woods who are not in close touch with the nearest school because of re¬ 
moteness of the camps. Consequently I considered this opportunity to place 
the plans of the Bureau before the active teachers of the county very important. 

Problem in Grays Harbor County: According to local census taken summer 
of 1918 over 700 aliens working in logging camps in Grays Harbor County. 

Plan of the Bureau of Naturalization: Cooperate with public schools—make 
“ every schoolhouse a power station for Americanization.” 

At the close of my talk I had an extended conference in another room with 
the city superintendents from Aberdeen, Cosmopolis, and Montesano, and with 
Prof. Waite of the Hoquiam schools. I will report this conference separately 

under each file number. „ 

Paul B. Phillips, Naturalization Examiner. 


216 


EDUCATION AND AMERICANIZATION. 


% 


United States Department of Labor, 

Naturalization Service, 
Seattle, Wash., September 10, 1919. 

Chief Examiner, Seattle: 

1. At the close of my talk at the teachers’ institute at Hoquiam on the 3d 
instant several city superintendents of schools came to me for a personal con¬ 
ference, and with them came Prof. W. T. Wait, a teacher in the Hoquiam High 
School, Hoquiam, Wash. 

2. Prof. Wait is a member of the “American legion ” and I believe he is a 
member of their “Americanization committee ” in Hoquiam. He says the 
organization is anxious to do anything it can to forward Americanization work 
in the public schools. I mentioned to him the Americanization class conducted 
at Hoquiam last year by Miss Charlotte Steelman. I told him that the great 
difficulty in Hoquiam has been lack of funds and I suggested to him that he 
try to get volunteer teachers to supplement the work that may be done by the 
regular teachers in the public schools. I suggested to him and to the other 
superintendents present, that they try to get the managers of industrial plants 
at Hoquiam to get their men into the citizenship classes and that they give 
representatives of the schools a chance to meet the men, say at some noon 
hour, and tell the men what the schools will do for them. 

3. I also had a short talk with Prof. E. F. Schmidtke, the city superintendent 
at Hoquiam. He was so busy entertaining the institute at his school that I 
did not attempt to take much of his time. I gathered from what he said, how¬ 
ever, that he is very much in favor of continuing their Americanization work 
and that he will take steps to that end this fall. 

Paul B. Phillips, 
Naturalization Examiner. 

Respectfully submitted to the bureau for its information. 

Jno. Speed Smith. 


United States Department of Labor, 

Bureau of Naturalisation, 

Division of Citizenship Training, 

Washington, September 24, 1919. 


Prof. E. F. Schmidtke, 

Superintendent of Schools, Hoquiam, Wash. 


Dear Sir : 1. I have a report from Naturalization Examiner Paul B. Phillips 
regarding the teachers’ institute which was held in your city recently, and the 
conference he had with you and other superintendents of schools relating to 
Americanization work. 

2. This spirit of cooperation is appreciated by the division of citizenship 
training, and any assistance in its power will be gladly rendered. This work 
is very important to America in these times of unrest. 

3. I believe you have a great opportunity to show what can be done along 
this line and shall be interested to know of your progress. 

Cordially, yours, 


Raymond F. Crist, 

Director of Citizenship. 


United States Department of Labor, 

Bureau of Naturalization, 

Division of Citizenship Training. 

Washington, September 24, 1919. 

Prof. George B: Miller, 

Superintendent of Schools, Aberdeen, Wash. 

Dear Sir. 1. I was much pleased to receive a report from Naturalization 
Examiner Paul B. Phillips stating that you had conferred with him at 
Hoquiam regarding Americanization classes at Aberdeen. Your enthusiastic 
cooperation is appreciated. 

2. The Division of Citizenship Training will be only too glad to assist you in 
any way in its power. Educational record cards will be forwarded to you 




EDUCATION AND AMERICANIZATION. 217 


upon request. An effort will be made to secure the active cooperation of the 
Aberdeen Commercial Club. 

3. Any suggestions as to the assistance this division may render will bo 
gladly received. 

Cordially, yours, Henry B. Hazard, 

Acting Director of Citizenship. 


United States Department of Labor, 

Bureau of Naturalization, 

Division of Citizenship Training, 

Washington, September 27, 1919. 

Chief Examiner, Seattle, Wash. 

1. He report of Examiner Paul B. Phillips, September 10, 1919. File 269-C; 
teachers’ institute at Hoquiam. 

2. In reference to the work in the logging camps it is suggested that the 
lumber companies be induced to appoint some of their own men who are 
capable as instructors for the men in the camps and that classes be conducted 
at regular periods. When such instructors are appointed, their names may 
be given to the county superintendent of schools for designation as teachers. 
In this way supplies can be furnished from this division through the super¬ 
intendent of schools and the work can go forward without the necessity of 
sending teachers from the schools into the camps, which would not be advisable. 

3. Please convey to Examiner Phillips the commendation of this division for 
his efficient work at the teachers’ institute at Hoquiam. It is much appreciated. 

Raymond F. Crist, 

Director of Citizenship. 


Seattle Wash., September 10, 1919. 

Chief Examiner, Seattle. 

1. At the close of my talk at the teachers’ institute, at Hoquiam, on Septem¬ 
ber 3, 1919, several city superintendents of schools came to me for a conference, 
among them Prof. George B. Miller, of Aberdeen, Wash. Prof. Miller expressed 
a desire that the commercial organizations in Aberdeen at this time might help 
him, because he succeeded in getting a small appropriation in his budget this 
year for Americanization work, and he believes he has a better chance than 
ever to do “something big.” I told him that last year I interviewed Secretary 
Morris, of the Aberdeen Commercial Club, and that Mr. Morris had promised 
the assistance of the organization. 

2. Prof. Miller further said that having gotten an appropriation from the 
school board he intends to make such a notable success of the Americanization 
work this season that future appropriations will be forthcoming. He thinks 
that perhaps he may call on the business men for a part of the financial 
assistance or support that the evening schools may need this year. 

Paul B. Phillips, 
Naturalization Examiner. 

September 10, 1919. 

Respectfully submitted to the bureau for its information. 

Jno. Speed Smith. 


United States Department of Labor, 

Bureau of Naturalization, 

Division of Citizenship Training, 

Washington, September 24, 1919. 

Aberdeen Commercial Club, 

Mr. Morris, Secretary, Aberdeen, Wash. 

Dear Sir: 1. I have before me a report from Naturalization Examiner Paul 
B. Phillips concerning the work which Prof. George B. Miller, of your city, is 
undertaking along Americanization lines. 

2. I believe you have a live wire in Prof. Miller, and that the commercial 
club can well afford to give him its hearty support. There is no more effective 
work for your city than the thorough Americanization of the foreign-born resi- 





218 


EDUCATION AND AMERICANIZATION. 


dents and it will prove an antidote for tlie teachings of unrest, which are so 
prevalent at this time. 

3. The Division of Citizenship Training is very much interested in this work, 
and I shall be much gratified to know that it has your support. 

Cordially, yours, 

Henry B. Hazard, 

Acting Director of Citizenship. 


Aberdeen Chamber of Commerce, 

Aberdeen, Wash., October 6, 1919. 


Mr. Henry B. Hazard, 

Division of Citizenship and Training , 

Bureau of Naturalization, Washington, D. C. 


Dear Sir: Referring to your letter of September 24 concerning the work 
along Americanization lines undertaken by Prof. George B. Miller of our city: 

We feel highly gratified that Prof. Miller’s plans for utilization of our schools 
in this work should have been approved by Naturalization Examiner Paul B. 
Phillips. Our chamber of commerce is in thorough accord with Prof. Miller in 
his report. In a recent conference between the writer and Prof. Miller, assur¬ 
ance was given the latter that in event the school district funds should not 
b adequate for the night-school work, additional funds could be relied upon from 
the chamber of commerce. Thanking you for your letter, I am, 

Very truly, yours, 


W. J. Morris, Secretary. 


WISCONSIN. 

Extract from letter from W. P. Roseman, superintendent of schools, Sheboy¬ 
gan, Wis.: 

November 7, 1918. 

“ Here in Sheboygan we fully appreciate the bigness of the Americanization 
problem. It looms up before me as the big educational problem of the age. 
Five years ago, while connected with the University Extension Division, I dis¬ 
covered it in every factory and extension class. I said then that Wisconsin 
had a tremendous problem in this direction. Since the war I have been led to 
feel that it is the big national problem. I hope Congress will see fit to give 
your department an appropriation large enough to solve it. 

“ If I can be of greater service to Uncle Sam in helping to do my bit toward 
its solution than I am in my present position, I shall be glad to render such 
service as my training and experience warrants.” 

In another letter dated November 28, 1918, Mr. Roseman stated: 

“ Your recent letter calling our attention to the fact that your department was 
planning to issue a certificate for night school attendance which would be ac¬ 
cepted by the naturalization examiner, received. This, in my opinion, is a 
most excellent idea. Here we can connect up our night-school work with your 
department more closely. Night school will become more truly the stepping 
stone to citizenship, and when a foreigner has completed a prescribed course of 
• study approved by your bureau, he will have a big inducement to take the next 
step. This is certainly a big idea, and your department is to be congratulated 
on the broad vision which it is taking of this whole problem.” 

Mr. Roseman, on a subsequent occasion, has made the following statements: 
“ It is only a community proposition, but it is a State and National proposi¬ 
tion, and the greater number of people we can interest in the work the greater 
will be the results obtained. With this thought in mind the plan which I have 
handed you [copy attached hereto] was developed. It is not entirely original. 
Suggestions of the Bureau of Naturalization sent out last fall have been en¬ 
larged upon and expanded until all classes in our city have become interested. 
On the suggestion of the Naturalization Bureau, an industrial committee was 
organized, made up of the men in each factory who had the interest of their 
employees to look after. 

“ Perhaps the most touching scene in the whole program occurred at our 
graduating exercises, which was given as a fitting close to the year’s work. 
Through the cooperation of the Bureau of Naturalization, 68 were examined 




EDUCATION AND AMERICANIZATION. 


219 


and recommended for diplomas, which entitled them to citizenship papers. 
A formal graduation program was prepared and when the men crossed the 
platform to receive their diplomas many of the wives who were in the audience 
wept tears of joy.” 


Americanization work, 1918-19, Sheboygan, Wis.—Plan of organization. 

Board of Vocational Education. 

Director, superintendent of schools. 

Assistant directors. 

Director of vocational-continuation school. 

Special organizer and supervisor. 

Director of centers. 

Americanization committee. 

Ladies’ citizen committee. 

Chairman. 

Secretary. 

Subcommittee. 

Information and statistics. 

Ward solicitation and attendance. 

Educational. 

Social. - — 

Gentlemen’s citizen committee: 

Chairman. 

Secretary. 

Subcommittees. 

Ward solicitation and attendance. 

Educational and social. 

Industrial committee. 

Chairman. 

Secretary. 

Association of commerce committee. 

Educational committee of the association. 

Activities. 

Instructional. 

English. 

Citizenship. 

Addresses. 

Recreational. 

Games, drills, dances, baths, etc. 

Music. 

Social. 

Conversation. ^ 

Sewing, darning, cooking, millinery, shoe repairing, manual training. 
Visitations. 

Music. 

Graduation—citizens’ banquet, etc. 

Nursery. 

Clinic. 

Centers. 

High school. 

U. S. Grant School. 

Lincoln School. 

Longfellow School. 

Jefferson School. 

Horace Mann School. 

Washington School. 

Trinithy Lutheran School. 

Immanuel Lutheran School. 

Afternoon teas, sewing clubs, cooking clubs, millinery clubs, social clubs, etc. 
Coordination and cooperating agencies. 

Federal, State, and county councils of defense. 

United States Government, Bureau of Naturalization. 

Americanization and social organization. 


220 


EDUCATION AND AMERICANIZATION. 


Board of Education, 
Sheboygan, Wis., February 19, 1919. 

Mr. Richard Campbell, 

Commissioner of Naturalisation, Department of Labor, 

Washington, D. C. 

Dear Sir : In reply to your letter, I wish to state that: 

First. Free textbooks for foreigners have been distributed. 

Second. That sample diplomas are on display in all night-school centers, the 
Federal Employment Bureau, the office of the clerk of court, and are being placed 
with facts concerning the same in the different factories. 

Third. We are cooperating with all local agencies and State organizations in 
carrying out the provisions of the act of Congress of May 9, 1918. 

We fully realize that we need the cooperation of all local, State, and national 
agencies in the solution of the Americanization problem and we heartily solicit 
your further eoperation in helping us solve this most important problem in our 
own locality. 

Very truly, yours, W. P. Roseman, Superintendent. 


Naturalization Service, 

Federal Building, 
Chicago, March 26, 1919. 

Chief Examiner, Chicago: 

1. Attended night examinations at the Sheboygan High School on Tuesday, 
March 25, 1919, together with Examiner Wilson. 

2. There was no occasion for any talk, as directed by you, since the students 
will receive their certificates later. Supt. Roseman said he would inform the 
office of the dates when certificates of graduation would be given to the students, 
as he expected to make it a gala occasion. 

3. Sheboygan is conducting nine night schools with about 450 students in 
Americanization classes. Twenty-two petitioners passed the examination suc¬ 
cessfully. 

Vavra. 

Referred to bureau March 31, 1919. 

Fred J. Schlotfeldt. 


Mr. 


Office of the Superintendent of Schools, 

Milwaukee, Wis., April 19, 1919. 

Richard K. Campbell, 

Commissioner of Naturalization, Washington, D. C. 


Dear Sir : 


* 


* 


* 


* 


* 


* 


* 


It is needless for me to state that Milwaukee is running as many classes 
for the teaching of English to foreigners as possible, and that we are quite 
proud of our cooperation with the Department of Naturalization in our special 
citizenship classes. 

Very truly, yours, H. O. Berg. 


Kohler County, Kohler, Wis., 

September 8, 1919. 

United States Department of Labor, 

Bureau of Naturalization, Washington, D. C. 

(Attention Mr. Raymond F. Crist, Deputy Commissioner of Naturalization.) 

Dear Sir: This company is preparing to offer a course in citizenship training 
to the men of foreign birth of the organization. I notice in your form letter 
27671-161, October 9, 1918, to Mr. W. P. Roseman, then superintendent of 
schools, Sheboygan, Wis., that the Bureau of Naturalization has been authorized 
by the Secretary of Labor to present certificates of graduation to all who satisfy 
the requirements of the public schools and chief naturalization examiner. 

Could a well-organized program such as we are planning to give be included 
under this privilege, or would it be necessary for the classes to be conducted, at 
least nominally, under the auspices of the school board of the village of Kohler? 

We intend to start this work on October 1, and would like to know if the Stu¬ 
dents’ Textbook and Teachers’ Manual, which you provide free \o public schools, 
could be supplied to us on the same basis. 

Thanking you for your information. 

Very truly, yours, 


Herbert Kohler, 
Employment Department. 




EDUCATION AND AMERICANIZATION. 


221 


United States Department of Labor, 

Bureau of Naturalization, 

Division of Citizenship Training, 

Washington , September SO, 1019. 

Mr. Herbert Kohler, 

Employment Department , Kohler County , Kohler, Wis. 

Dear Sir: 1. We have your letter of September 8 in regard to your course in 
citizenship training and regret that pressure of work incident to the opening of 
the school year has prevented a more prompt reply. 

2. You are right in your supposition that this bureau is authorized by Con¬ 
gress to cooperate with public schools in the training of the foreign born for 
citizenship, and the act providing for the preparation of the Federal Textbook 
limits its distribution of cooperating public schools. It is the intention that 
the education of adult aliens shall be a part of the public-school system 
wherever they may be found and the teachers paid from public funds in the 
same manner as day-school teachers. In some instances where funds were not 
available they have been provided by civil organizations or private subscrip¬ 
tion, but, as you suggest, the classes must be under the supervision of the school 
board at least nominally in order to allow us to furnish free textbooks and 
other supplies, including certificates of graduation, for the use of students who 
are candidates for citizenship. 

3. A letter is being addressed to-day to the superintendent of schools of 
Kohler, giving his detailed information in regard to the plan of cooperation 
with this division. Will you not confer with the proper school authorities in 
regard to this matter and see if a plan may be adopted which shall be of the 
greatest advantage to all concerned. We shall be glad to hear of the result 
of your conference. 

4. The inclosed card has been prepared for use in ascertaining the status 
of foreign-born employees so that appropriate advice may be given those initiat¬ 
ing or completing American citizenship. These cards when appropriately 
filled in will show you who of your foreign born have not takeu the first step 
toward citizenship, who are eligible to petition for citizenship, and when the 
remaining employees will be eligible. In cases where the alien has not made 
the declaration of intention the line for the data may be left blank until the 
declaration has been made. To these nondeclarants help may be given 
through the naturalization forms being sent to you. In cases where the dec¬ 
laration is more than two years old the alien will doubtless appreciate your 
aid in perfecting his citizenship. The cards of those who have not yet peti¬ 
tioned for citizenship may be filed in chronological order, according to the date 
of the declaration, for action at maturity. 

5. Form 2213 of the naturalization forms being sent to you contains the 
information needed in preparing a declaration of intention. In some cases 
this can be supplied by the alien unassisted. Forms 2214 and 222G contain 
the information needed in making petitions for naturalization. The alien will 
require your guidance in the preparation of these papers. The easiest way to 
become acquainted with the needs of the situation is to help an alien declare 
his intention and a noncitizen to petition for naturalization. One experience 
in each case will demonstrate the method of using these forms. We shall be 
glad to supply you with any desired number of the cards and forms. 

6. With best wishes for the success of your classes, to the end that your 
plant may become 300 per cent American and assuring you of our desire 
to be of all possible assistance. 

Cordially, yours, Raymond F. Crist, 

Director of Citizenship. 


United States Department of Labor, 

Bureau of Naturalization, 

Division of Citizenship Training, 

Washington, September SO, 1919. 

Superintendent of Schools, Kohler, Wis. 

Dear Sir: 1. This division is in receipt of a letter from the Kohler Co., of 
your town, in regard to the provision of educational facilities for adults of 
foreign birth. 

2. As you are probably aware, this division has been created for the pur¬ 
pose of cooperating with public school systems in the establishment and main¬ 
tenance of public school citizenship classes, and the Federal Textbook and 
Manual, together forming the standard course in citizenship, have been pre- 



222 


EDUCATION AND AMERICANIZATION. 


pared for the use of such classes. A copy of each of these books is being for¬ 
warded to you under separate cover. 

3. We suggest that you confer with Mr. Herbert Kohler, of the Kohler Co. 
with a view to adopting some plan whereby the foreign-born employees of this 
plant may be served by the public schools of your town and thus enabled to 
take advantage of the assistance which can be rendered by this division. An 
order sheet is inclosed herewith which gives in condensed form a list of the 
supplies and material we are in a position to furnish without charge, and we 
shall be glad to till your requisition for such things as you will need. 

4. A poster announcing classes is being forwarded with the books, together 
with preliminary naturalization forms, a Syllabus of the Naturalization Law, 
and other documents which will serve to give you an idea of our plan of 
cooperation. Please let us hear from you as to the result of your conference 
with Mr. Kohler, sending at the same time your requisition for supplies. 

Cordially, yours, Raymond F. Crist, 

Director of Citizen ship. 

Kohler Co., 

Kohler, Wis., October 16, 1919. 

United States Department of Labor, 

Bureau of Naturalization, 

Division of Citizenship, 

Washington, D. C. 

Attention of Mr. Raymond F. Crist, Director of Citizenship. 

Dear Sir : We wish to thank you for your interest in our efforts to help the 
foreign born of our organization into citizenship, as displayed by your letter of 
September 30. 

At your suggestion I had a conference with the members of the school board 
of the village of Kohler and have been advised by the chairman of this body, 
Mr. Carl Berlin, that the Kohler winter classes, so called, may be con¬ 
ducted under the direction of the village school board. 

We agree to conduct the classes in accordance with the requirements of the 
Bureau of Naturalization, under the supervision of the school board of the 
village of Kohler. 

For your information I might state that the principal of the Kohler winter 
classes had had a number of years’ experience in conducting classes in citizen¬ 
ship and is at present principal of one of the ward schools of the city of 
Sheboygan. 

Mr. Alfred Sperl, secretary of the school board, has advised me that he will 
notify you of the board’s willingness to supervise the work of the Kohler winter 
classes. 

I believe it is his intention to have Miss May Fitzpatrick, principal of the 
Kohler public school, make all requisitions for supplies and take care of all 
correspondence with the Bureau of Naturalization for the Kohler winter 
classes. 

Thanking you again for your splendid cooperation. 

Very truly, yours, Herbert Kohler, 

Employment Department. 


Kohler, Wis., October 16, 1919. 

United States Department of Labor, 

Bureau of Naturalization, 

Division of Citizenship, 

Washington, D. C. 

Attention of Mr. Raymond F. Crist, Director of Citizenship. 

Dear Sir : In reply to your letter of September 30 I would state that I have 
had a conference with Mr. Herbert Kohler, of the Kohler Co., regarding the 
Kohler winter classes in citizenship. 

The school board has considered the matter, and has decided to permit the 
classes to operate under its supervision. 

It has authorized Miss May Fitzpatrick, principal of the Kohler public school, 
to act as corresponding secretary of the Kohler winter classes. She will 
handle all correspondence and make all necessary requisitions of the Bureau 
of Naturalization. 

Hoping that our mutual efforts will get results in this worthy cause. 

Very truly, yours, 

Alfred W. Sperl, 

Secretary School Board of the Village of Kohler. 




INDEX. 


Subject. 


Part. 


Page. 


Aliens in forces of Allies during present war. Text of bill propos¬ 
ing naturalization. 

Aliens in the draft. Tables, etc. 

Amidon, J. Quotation from charge to jury. 

Crist, Raymond F. Statement of. 

Crowder, Maj. Gen. Enoch. Extracts from reports regarding aliens. 

Ballinger, Hon. Frederick W. Statement of. 

Registration and Americanization. Text of bill to provide for- 

Registration of aliens of draft age under selective service act. 

Tables, etc... 

Rogers, Hon. John Jacob. Statement of. 

Tucker, Mrs. Mattie B. Statement of..... 

U. S. v. Fontana. Quotation from Justice Amidon’s instructions 

to jury. 

Voigt, Hon. Edward. Statement of. 

Welty, Hon. Benjamin F. Statement of. 


1 

o 

mJ 

2 

6 

2 

1 

2 

2 

4 
3 

2 

5 
2 


3 

12-14 

11 

5-222 

10-16 

3 

3 

12-14 

3 

3 

11 

3 

4 


150116—19-21 


O 


223 
































































































- 































■ 



























































































































































\ 


































